Download Nouns Adjectives Adverbs Verbs Punctuation

Heymann English Curriculum
Year 1
Year 2
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Adverbs
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singular simple – alien plural simple –
aliens
proper nouns (people) –
James / Mrs Smith
simple determiners – the/ a/ an
numerical determiners – one
size/shape/colour –small/ round /orange
1 before a noun
the green alien chased James
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Verbs
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precise nouns –
oak tulip chimpanzee
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quantifying determiners–
some aliens, many, most
purpose –
sleeping bag, roasting tin
possessive pronouns –
my/ you’re/ his /her /its /our their
/mine /ours/ yours /his hers /theirs
2 adjectives of opinion separated by a
comma
The horrible, angry alien
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opinion – angry/ ugly/ horrible
age – old /new/ young
2 before a noun – The old, ugly alien
chased James
Year 4
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proper nouns (objects and titles)
Wuthering heights
Mars bar
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origin - French/ eastern/ global
material –wooden metal
comparative – taller/ more dangerous
superlative – tallest/ most dangerous
demonstrative determiners-this alien/
these aliens
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simile adverbs of manner (how) –
The alien chased James like lightning.
adverbs as a roving reporter –
On Tuesday, the alien chased James.
The alien chased James down the
street.
adverbial phrasethe alien with green hair / the hair on
its head
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place (where) –
in a cave/ down the street
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time (when) –
on Tuesday /all night
of manner (how) angrily
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Conjunctive
adverbs
(beginning)
Coordinatin
g
conjunctions
(Middle)
Subordinati
ng
conjunctions
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simple present tense
The alien chases James.
The aliens chase James
simple past tenseThe aliens chased James
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auxiliary verb ‘to be’ to form continuous
tenseam are is was were
The alien was chasing James.
James is hiding
Present and past tenses correct and
consistent.
imperative verb form –
Chase James / eat him
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precise/powerful verbs
hobbled not walked
peered not looked
Additionally/ as a result/ as well as this/
for instance/ furthermore/ in
conclusion/ in fact/ in short/ in
summary/ overall
next
and
but, or, and
so
For, nor, yet

As, after, although, before, while,
Other use of
As soon as/ by the time/ just/ so that/
 learning how to use both familiar and new
punctuation correctly (see English
Appendix 2), including full stops, capital
letters, exclamation marks, question
marks, commas for lists and apostrophes
for contracted forms and the possessive
(singular)

Apostrophe –
for possession alien’s shoes
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Inverted commas for speech
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appositives –
The alien, the scariest Ziphid from
the planet Zog, chased James
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conjunctive adverbs as interjectors –
The alien was, nevertheless, very
friendly. / He really liked cuddles,
moreover.
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auxiliary verb ‘to have’ to form perfect
tense –
have/ has/ had
The alien had chased James.
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passive voice –
James was chased by the alien-rather
than- The alien chased James
adjective order –
opinion size age shape colour origin
material purpose:
the ugly huge green alien
adverbs of intensity to describe
adverbs–
incredibly hungry/ quite angry
• Using fronted adverbials for emphasis (On
the table stood a vase of flowers (A vase of
flowers stood on the table).
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abstract nouns –
happiness, anger, strength
Collective nouns –
pack of cards
flock of sheep
Year 6
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Reporting verbs –
bellowed whispered sang chortled
then
because , if, when, that,
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Auxiliary (present perfect) verbs ‘will’
and ‘shall’ to form future tenseThe alien will chase James
Also/ as a result/ however, meanwhile/
now/soon/therefore
capital –
start a sentence
Begin to punctuate using a capital letter
for the name of people, places, the days
of the week and I.)James
full stops, capital letters, exclamation
marks, question marks,
separate words with spaces
Year 5
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Punctuation
SPAG
Adjectives
Nouns
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proper nouns (places) – Nottingham
/France
Singular and plural pronouns–
I we / you
we, she, he /they
me / us
him, her, it them
1st, 2nd 3rd per pronouns –
I me we us you he she it they him her
expanded noun phrases to describe
and specify [for example, the blue
butterfly]
Year 3
Speech punctuation including commas
after reporting clause. End
punctuation within inverted commas
Commas after fronted adverbials
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non-finite verbs –
The alien ran down the street,
salivating. / James hurried,
determined to escape.
modal verbs to indicate possibility –
can/ could /may /might/ must
/should /would
The alien could chase James
Above all/ alternatively/ besides/
further/ instead/ likewise/ moreover/
nevertheless/ nonetheless/ now/ on the
other hand/ similarly
Certainly/ consequently/ in that case/
indeed/ obviously/ of course/
otherwise/ still/ thereafter/ thus/
undoubtedly
Until, unless/ as / even though/ now
that/ whenever
In case/ once/ provided that/ since/
whereas
Comma –
to demarcate adverbial openers
(Hungrily, the alien chased James)
To demarcate clauses (complex)
(Although James ran, he could not
escape from the alien.)
for parenthesis
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ellipses –
omission/incompletion
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Comma –
The alien, who had developed a
taste for children, chased James.
 Brackets for parenthesis
semicolon –
to create a compound sentence
The alien chased James; James ran
into the cave
Colon between independent clauses
Bullet points to list information
Hyphens to avoid ambiguity
Heymann English Curriculum
Text types
Fiction
Labels, lists and captions
Instructions
Recount/ diary
Non-chronological report
To use sentences appropriately
To organise writing
appropriately
To use
imaginative
description
Writing- Composition
To plan and
write with
purpose
Familiar setting
Other cultures
Traditional
Imaginary fantasy
(Letters)
Text types
Non Fiction
Year 1
• Say first and then write to tell others about
ideas.
• Write for a variety of purposes.
• Use adjectives to add detail.
• Use names of people, places and things.
• Re-read writing to check it makes sense.
• Write about more than one idea.
•Sequencing sentences to form short
narratives
Year 2
Other cultures
Traditional
Imaginary fantasy
(Letters)
Labels, lists and captions
Instructions
Recount/ diary
Non-chronological report
Explanation text
• Plan by talking about ideas and writing
notes.
•Write for a variety of purposes.
• Use some of the characteristic features of
the type of writing used.
Write, review and improve.
•Use well-chosen adjectives.
•Use nouns and pronouns for variety.
•Use adverbs for extra detail
• Use the correct tenses.
• Organise writing in line with its purpose.
• Group related information in paragraphs
Year 3
Myths and legends
Plays
(Letters)
Argument/ discussion
Explanation
Report
Recount/ diary
instructions
Year 4
(Letters)
other cultures
Imaginary words
Myths and legends
Raising issues
Recount/ diary
Recount/ newspaper
Explanation text
Persuasive text
• Write so that other people can understand
the meaning of sentences.
• Sequence sentences to form a short
narrative.
Year 6
Fables
poetry
Persuasion
Explanation
Non-chronological report
Recount/ diary
instructions
Recounts/ Diaries
Explanation
Argument discussion
Biography/ autobiography
journalistic
• 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.
• 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.
• Create characters, settings and plots.
• Use alliteration effectively.
• Use similes effectively.
•Use a range of well-chosen description from SPAG expectations
•In narratives, create settings, character and plot
• 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 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.
•In narratives, describe settings, characters and atmosphere and integrate dialogue to
convey character and advance the action
• Guide the reader by using a range of organisational devices, including a range of
connectives [for example, then, after that, this, firstly]
• 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 paragraphs that make sense if read alone.
• Write cohesively at length.
Year 6:
 Linking ideas across paragraphs using a wider range of cohesive devices: repetition of a
word or phrase, grammatical connections [for example, the use of adverbials such as
on the other hand, in contrast, or as a consequence], and ellipsis.
• Use of the passive to affect the
presentation of information in a sentence
[for example, I broke the window in the
• Relative clauses beginning with who,
greenhouse versus The window in the
which, where, when, whose, that,
greenhouse was broken (by me)].
or an omitted relative pronoun
• The difference between structures typical
Indicating degrees of possibility using
of informal speech and structures
adverbs [for example, perhaps,
appropriate for formal speech and writing
surely] or modal verbs [for example,
[for example, the use of question tags: He’s
might, should, will, must]
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]
year 4:
Appropriate choice of pronoun or noun within and across sentences to
aid cohesion and avoid repetition
• Use a mixture of simple, compound and complex sentences.
• Write sentences that include: • conjunctions • adverb • direct speech, punctuated
correctly • clauses • Adverbial phrases.
• Convey ideas sentence by sentence.
• Join sentences with conjunctions and
connectives
• Vary the way sentences begin.
• Use sentences with different forms:
statement, question, exclamation and
command.
Year 5
Year 3:
Expressing time, place and cause using conjunctions [for example, when, before, after,
while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions
[for example, before, after, during, in, because of]
Year 4:
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). Fronted
adverbials [for example, Later that day, I heard the bad news.]
Heymann English Curriculum
• Sit correctly and hold a pencil correctly.
• Begin to form lower-case letters correctly.
• Form capital letters.
• Form digits 0-9.
• Understand letters that are formed in similar ways.
• Form lower-case letters of a consistent size.
• Begin to join some letters.
• Write capital letters and digits of consistent size.
• Use spacing between words that reflects the size of the letters.
• know and use the 21 phase 2 phonemes and
common exception words
•spell by segmenting spoken words into
• know and use the 24 phase 3 phonemes and
phonemes and representing these by
common exception words
graphemes, spelling many correctly
• spell words using phase 4 blends
•learning new ways of spelling phonemes for
• the days of the week
which one or more spellings are already
• name the letters of the alphabet:
known, and learn some words with each
• naming the letters of the alphabet in order
spelling, including a few
• using letter names to distinguish between
common homophones
alternative spellings of the same sound (
•learning to spell common exception words
phase 5)
•learning to spell more words with
• add prefixes and suffixes:
contracted forms
• using the spelling rule for adding –s or –es as
•learning the possessive apostrophe
the plural marker for nouns and the third
(singular) [for example, the girl’s book]
person singular marker for verbs
•distinguishing between homophones and
• using the prefix un–
near-homophones
• using –ing, –ed, –er and –est where no
•add suffixes to spell longer words, including
change is needed in the spelling of root
–ment, –ness, –ful, –less, –ly
words [for example, helping, helped, helper,
•Use of the suffixes –er, –est in adjectives
eating, quicker, quickest]
and the use of –ly in Standard English to turn
• How the prefix un– changes the meaning of
adjectives into adverbs
verbs and adjectives [negation, for example,
•write from memory simple sentences
unkind, or undoing: untie the boat]
dictated by the teacher that include words
• write from memory simple sentences
using the GPCs, common exception words
dictated by the teacher that include words
and punctuation taught so far.
using the GPCs and common exception
words taught so far
To evaluate and analyse writing
Spelling
Year 2
• Discuss writing with the teacher and other
pupils.
• Use and understand grammatical
terminology in discussing writing:
•letter, capital letter, word, singular, plural,
sentence, punctuation., full stop, question
mark, exclamation mark
• Discuss writing with the teacher and other
pupils, including proof reading for errors
• Use and understand grammatical
terminology in discussing writing:
• Verb, tense (past, present), adjective,
noun, noun phrase, suffix, apostrophe,
comma, compound, statement, question,
exclamation and command
To present
Writing
Analysis and presentation
Writing- Transcription
To present neatly
Year 1
• Read aloud writing clearly enough to be
heard by peers and the teacher.
• Read aloud what they have written with
appropriate intonation to make the meaning
clear.
Year 3
Year 4
Year 5
• Write fluently and legibly with a personal
style.
• choosing the writing implement that is
best suited for a task.
• Join letters, deciding which letters are best left un-joined.
• Make handwriting legible by ensuring down strokes 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.
•Formation of nouns using a range of
prefixes [for example super–,
anti–, auto–]
•Use of the forms a or an according to
whether the next word begins with a
consonant or a vowel [for example, a rock,
an open box]
•Word families based on common words,
showing how words are related in form and
meaning [for example, solve, solution, solver,
dissolve, insoluble]
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.
•The grammatical difference between plural
and possessive –s
•Standard English forms for verb inflections
instead of local spoken forms [for example,
we were instead of we was, or I did instead
of I done]
• Assess the effectiveness of their own and
others’ writing and suggest improvements.
• Use and understand grammatical
terminology when discussing writing and
reading:
• Word family, conjunction, adverb,
preposition, direct speech, inverted commas
(or ‘speech marks’), prefix, consonant, vowel,
clause, subordinate clause
• Propose changes to grammar and
vocabulary to improve consistency, including
the accurate use of pronouns in sentences.
• Proof read for spelling and punctuation
errors
• Assess the effectiveness of their own and
others’ writing and suggest improvements.
• Use and understand grammatical
terminology when discussing writing and
reading:
• pronoun, possessive pronoun, adverbial,
determiner
• Propose 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 writing to a group or whole class, using appropriate intonation.
Year 6
• 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.
•Converting nouns or adjectives into
verbs using suffixes [for example, –ate; –
ise; –ify] Verb prefixes [for example, dis–
, de–, mis–, over– and re–]
• Assess the effectiveness of their own and
others’ writing and suggest improvements.
• Use and understand grammatical
terminology when discussing writing and
reading:
• Relative clause, modal verb, relative
pronoun, parenthesis, bracket, dash,
cohesion, ambiguity.
• Proof read for spelling and punctuation
errors
•propose changes to vocabulary, grammar
and punctuation to enhance effect and
clarify meaning
• 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.
•The difference between vocabulary
typical of informal speech and
vocabulary appropriate for formal
speech and writing [for example, find
out – discover; ask for – request; go in
– enter]
•How words are related by meaning
as synonyms and antonyms [for
example, big, large, little].
• Assess the effectiveness of their own and
others’ writing and suggest improvements.
• Use and understand grammatical
terminology when discussing writing and
reading:
• Active and passive voice, subject and
object, hyphen, synonym, colon, semicolon, bullet points, ellipsis, antonyms.
• Proof read for spelling and punctuation
errors
•propose changes to vocabulary, grammar
and punctuation to enhance effect and
clarify meaning
• Perform compositions, using appropriate intonation and volume.
Heymann English Curriculum
Reading
texts
•apply phonic knowledge and skills
•match grapheme-phoneme for all phase 3, 4 and 5.
•read common exception words.
•read words containing taught GPCs and –s, –es, –ing,
–ed, –er and –est endings
•read other words of more than one syllable that
contain taught GPCs
•read words with contractions and understand that
the apostrophe represents the omitted letter(s)
•read aloud accurately books that are consistent with
their developing phonic knowledge and that do not
require them to use other strategies to work out
words
•re-read these books to build up their fluency and
confidence in word reading.
Comprehension
Reading
Key stories, fairly stories, traditional stories, poems,
non-fiction.
Word reading
Year 1
• Predict events.
• Link reading to own experience.
• Join in with stories or poems.
• Check that reading makes sense and self-correct.
• Infer what characters are like from actions and
speech.
• Ask and answer questions about texts.
• Discuss favourite words and phrases.
• Listen to, become familiar and discuss a wide range
of texts.
• Recognise and join in with (including role-play)
recurring language.
• Discuss the significance of the title and events.
• Make inferences on the basis of what is being said
and done.
•learning to appreciate rhymes and poems, and to
recite some by heart
Year 2
Key stories, fairly stories, traditional stories,
contemporary and classic poetry, non-fiction,
plays
Year 3
Year 4
wide range of fiction, plays, non-fiction and reference books or
textbooks, different forms of poetry [for example, free verse,
narrative poetry]
Year 5
Year 6
myths, legends and traditional stories, modern fiction, fiction from our
literary heritage, and books from other cultures and traditions
As year one, with:
continue to apply phonic knowledge and skills
until reading is fluent
•read accurately words of two or more
syllables
•read words containing common suffixes
•read further common exception words
•read most words quickly and accurately,
without overt sounding and blending, when
they have been frequently encountered
•read aloud books closely matched to their
improving phonic knowledge, sounding out
unfamiliar words accurately, automatically and
without undue hesitation
• Predict events.
•Discussing the sequence of events in books
and how items of information are related
• Listen to, become familiar and discuss a wide
range of texts.
• Check that reading makes sense and selfcorrect.
• Infer what characters are like from actions
and speech.
• Ask and answer questions about texts.
• Discuss favourite words and phrases.
• Explain and discuss understanding of texts.
•continuing to build up a repertoire of poems
learnt by heart, appreciating these and reciting
some, with appropriate intonation to make the
meaning clear
• Apply a growing knowledge of root words, prefixes and suffixes
(etymology and morphology).
• Read further exception words, noting the spellings.
• Recall and summarise main ideas, from more than one paragraph.
• Discuss words and phrases that capture the imagination.
• Retrieve and record information from non-fiction, using titles,
headings, sub-headings and indexes
•Preparing poems and play scripts to read aloud and to perform,
showing understanding through intonation, tone, volume and action•
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.
•Using dictionaries to check the meaning of words that they have
read
•Retrieve and record information from non-fiction
• 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 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.
•Distinguish between statements fact and opinion
• Participate in discussion about books, taking turns and listening and
responding to what others say and challenging views courteously and
provide reasoned justifications for their views.
•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
Heymann English Curriculum
Year 2
Year 3
Year 4
Year 5
Year 6
To listen
carefully and
understand
• Sift information and focus on the important points.
• Seek clarification when a message is not clear.
• Understand instructions with more than one point.
• Engage in discussions, making relevant points.
• Ask for specific additional information to clarify.
• Understand the meaning of some phrases beyond the literal interpretation.
• Understand how to answer questions that require more than a yes/no or single
sentence response.
• Recognise and explain some idioms.
• Understand irony (when it is obvious).
To develop a
wide and
interesting
vocabulary
• Use subject specific vocabulary to explain and describe.
• Suggest words or phrases appropriate to the topic being discussed.
• Identify homophones.
• 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.
• Use adventurous and sophisticated vocabulary.
• Explain the meaning of words, offering alternatives.
• Use a wide range of phrases that include determiners, modifiers and other
techniques to add extra interest and clarity.
• Speak in a way that is clear and easy to understand.
• Demonstrate good phonic knowledge by clearly pronouncing the sounds
within words.
• Identify syllables within words.
• 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.
• 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.
• Ensure stories have a setting, plot and a sequence of events.
• Recount experiences with interesting detail.
• Predict events in a story.
• Give just enough detail to keep the audience engaged.
• Bring stories to life with expression and intonation.
• Read the audience to know when to add detail and when to leave it out.
• 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.
• Take turns to talk, listening carefully to the contributions of others.
• Vary language between formal and informal according to the situation.
• Add humour to a discussion or debate where appropriate.
• 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 other
To speak with
clarity
To tell stories
with structure
To hold
conversations
and debates
Spoken LaSpoknguage
Spoken Language
Year 1