the intent of our english curriculum

Scheme of work for English

The INTENT of our English Curriculum

At Gurney Pease Academy we truly believe that language and communication are life skills which need to be nurtured and developed from the

moment children walk through our doors. We believe 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.

We know how important reading is and our aim is to get children loving reading. Through reading in particular, pupils have a chance to develop

culturally, emotionally, intellectually, socially and spiritually. Reading also enables pupils both to acquire knowledge and to build on what they

already know. In early reading, we carefully match our reading books to phonics phases to ensure that there is reliability between the two.

At Gurney Pease Academy we have worked hard to ensure the children receive a broad and balanced curriculum where English is entwined into

every subject to guarantee the children are able to practise many different aspects of the English curriculum. From the Early years, children develop

a love of English through systematic and fun phonics lessons enabling them to have the best possible start to their learning of reading and writing.

Staff at Gurney Pease Academy deliver well-planned and engaging English lessons and strive to instil a love of language whether that be in their

writing, their reading or in the way they use language in their day to day interactions.

Through participation with the English curriculum, we endeavour all pupils will:

Develop communication and spoken language skills through collaboration and encouragement.

Read with enjoyment; fluently, confidently and with a sense of success.

Develop a love of reading and reading habits, understanding the main purposes of reading for finding information and for pleasure.

Develop a repertoire of vocabulary which is rich, thoughtful and challenging.

Write creatively and coherently with confidence and a sense of pride and achievement.

Write for a purpose and to engage an audience, whilst showcasing their individual flair and style.


Must have knowledge and skills KS1

YEAR 1

Reading Writing Oracy

Year 1 Skills

• Secure with year group phonic

expectations.

• Identify which words appear again and

again.

• Recognise & join in with predictable

phrases.

• Relate reading to own experiences.

• Re-read if reading does not make sense.

• Re-tell with considerable accuracy.

• Discuss significance of title & events.

• Make predictions on basis of what has

been read.

• Make inferences on basis of what is being

said & done.

• Read aloud with pace & expression, i.e.

pause at full stop; raise voice for question.

• Recognise:

o capital letters

o full stops

o question marks

o exclamation marks

o ellipsis

• Know why the writer has used the above

punctuation in a text.

• Know difference between fiction and non-

fiction texts.

• Write clearly demarcated sentences.

• Use ‘and’ to join ideas.

• Use conjunctions to join sentences (e.g. so, but).

• Use standard forms of verbs, e.g. go/went.

• Introduce use of:

o capital letters

o full stops

o question marks

o exclamation marks

• Use capital letters for names & personal

pronoun ‘I’.

• Write a sequence of sentences to form a short

narrative [as introduction to paragraphs].

• Use correct formation of lower case – finishing in

right place.

• Use correct formation of capital letters.

• Use correct formation of digits.

• Speak clearly and loudly

enough to communicate

meaningfully.

• Ask questions about matters of

interest.

• Express feelings and ideas when

talking about matters of

interest.

• Start to develop ideas by

adding detail to their speech.

• Start to understand how to take

turns when speaking.

• Start to listen to others and

respond appropriately.

• Join in with imaginative play

taking on role of different

familiar characters.

• Speak in complete sentences

after modelling.

• Retell a familiar story in

sentences, using narrative

language.

• Recount an event or

experience in sentences.

• Begin to understand how to

change language when

speaking to different listeners,

e.g. peers and adults.


Year 1

Vocabulary

• capital letters

• full stops

• question marks

• exclamation marks

• predictions

• inferences

• fiction

• non-fiction

letter

capital letter word

singular

plural

punctuation

full stop

question mark

exclamation mark

NC Emerging

reads simple sentences

responds with the correct sounds to known

graphemes

blends sounds aloud when attempting to

read new words

re-reads books to develop confidence

uses picture clues to help when reading

simple texts

listens to poems, stories and non-fiction

making links to own experiences

demonstrates understanding when talking

with others about what they have read

retells key stories, fairy stories and

traditional tales through role play

answers questions about stories read

identifies features of books, e.g. title etc.

recognises predictable phrases

listens to simple rhymes and poems and

joins in with others when reciting them

composes phrases and sentences orally

speaks in sentences

shows an awareness of how full stops are used

in writing or reading

organises writing correctly (top to bottom, left to

right)

writing may need some mediation

sequences short narratives orally and pictorially

based on real and fictional experiences

says out loud what is going to be written about

vc words

cvc words (short and long vowels)

words with adjacent consonants

some CEW / HFW

words ending ff ll ss zz ck

words with the /ng/ sound (n before k)

names the letters of the alphabet in order

handwriting sits correctly at the table and holds

a pencil comfortably and correctly

handwriting distinguishes between lower case

letters and capital letters

NC

Developing

reads simple sentences with some fluency

responds speedily with the correct sound to

known graphemes

applies phonic knowledge to decode words

composes phrases and sentences orally and

attempts to replicate them in writing (little

mediation needed)

uses capital letters and full stops at times

begins to use capital letters for names


blends sounds in unfamiliar words containing

known GPC, when reading

reads known CEW

begins to read words containing known GPS

and –s,-es, -ing, -ed, -er and –est endings

reads words of more than one syllable that

contain known GPCs on occasions

begins to read words with contractions

re-reads books to develop confidence and

fluency

uses pictures to read and understand the text

listens to and discusses poems, stories and

non-fiction, making links to own experiences

and offering opinions about them

talks about books, using own knowledge and

information provided by the teacher

retells key stories, fairy stories and traditional

tales orally in simple sentences

joins in with predictable phrases

begins to make simple inferences (from

pictures, objects, stories)

talks about the meaning of unfamiliar words

learns to appreciate simple rhymes and

recites these by heart

begins to distinguish between fact and fiction

notices when reading does not make sense

shows an understanding of what has been

read, drawing on own knowledge or

information provided by the teacher

recognises basic punctuation, question marks

and exclamation marks in print

understands that and can join words and

sentences

begins to write short narratives based on real

and fictional experiences

includes a simple beginning, middle and end in

writing

discusses what they have written with the

teacher or other pupils

words with consonant digraphs and some

vowel diagraphs/ trigraphs

alternative vowel phonemes (/ay//ai//a_e/)

new consonant spellings ph and wh

words ending in –y

majority of CEW / HFW

begins to spell the singular plural of words

divides words into syllables

uses

knowledge of handwriting ‘families’ to begin to

form letters correctly

spaces evident between words

NC Secure reads aloud books that are consistent with

developing phonic knowledge

responds speedily with the correct sound to

graphemes for all 40+ phonemes including,

where appropriate, alternative sounds for

graphemes

writes a sentence that makes sense using

capital letters and full stops

uses and to join words and clauses

sequences sentences to form short narratives

uses capital letters for names of people, places,

days of the week and the personal pronoun I


reads accurately by blending sounds in

unfamiliar words containing GPCs that have

been taught

reads CEW with some fluency and begins to

notice unusual correspondences between

spelling and sound and where these occur in

a word

reads words containing known GPS and –s,-

es, -ing, -ed, -er and –est endings

reads words of more than one syllable that

contain known GPCs

reads words with contractions

begins to take account of punctuation when

reading

begins to use context clues to help reading

for meaning

re-reads books to develop confidence,

fluency and expression

listens to and discusses a wide range of

poems, stories and non-fiction at a level

beyond which can be read independently

links what they hear or read to their own

experiences

retells stories they have read, heard and

discussed using appropriate vocabulary

talks about what is read to them, taking turns

and listening to others. Expresses opinions

based on these

explains understanding of what they have

read

talks about particular characteristics of

different types of stories

talks about the significance of the title and

events

makes inferences on the basis of what is read

makes simple predictions

begins to use question marks and exclamation

marks in writing

uses some descriptive language

writes short narratives based on real and

fictional experiences

uses a simple plan (e.g. storyboard, flowchart)

re-reads what has been written to check it

makes sense

makes simple changes to writing where

suggested

reads aloud own writing clearly enough to be

heard by peers and the teacher

compound words

days of the week

numbers to 20

words ending in tch

plurals of nouns and verbs adding –s and –es to

words

verbs where no change is needed to the root

word

adding endings –ing –ed –er

adjectives where no change is needed to the

root word

adding -er and –est

words with the addition of the prefix un-

Y1 CEW / HFW

phonetically plausible attempts of new words

begins to form lower case letters in the correct

direction starting and finishing in the right place

forms capital letters correctly


learns and appreciate rhymes and poems

and can recite some by heart

discusses word meanings, making links to

known words

retells, using significant events and main

points in sequence

reads checking texts make sense and

correcting inaccurate reading


Must have knowledge and skills KS1

YEAR 2


Year 2 Non-

Negotiable

Skills

• Secure with year group phonic

expectations.

• Recognise simple recurring literary

language.

• Read ahead to help with fluency &

expression.

• Comment on plot, setting & characters in

familiar & unfamiliar stories.

• Recount main themes & events.

• Comment on structure of the text.

• Use commas, question marks &

exclamation marks to vary expression.

• Read aloud with expression & intonation.

• Recognise:

o commas in lists

o apostrophe of omission & possession

(singular noun)

• Identify past/present tense and why the

writer has used a tense.

• Use content and index to locate

information.

• Write different kinds of sentence: statement,

question, exclamation, command.

• Use expanded noun phrases to add description

& specification.

• Write using subordination (when, if, that,

because) and co-ordination (or, and, but).

• Correct & consistent use of present tense & past

tense.

• Correct use of verb tenses.

• Write with correct & consistent use of:

o capital letters

o full stops

o question marks

o exclamation marks

• Use commas in a list.

• Use apostrophe to mark omission and singular

possession in nouns.

• Write under headings.

• Write lower case letters correct size relative to

one another.

• Show evidence of diagonal & horizontal strokes

to join.

• Talk about topics that are of

interest to them or which they

enjoy.

• Ask questions to gain

information and clarify

meaning.

• Begin to develop and explain

their ideas.

• Express themselves using

complete sentences when

required.

• Make more specific vocabulary

choices, e.g. technical

language.

• Usually listen carefully and

respond appropriately.

• Take turns when talking in pairs

or small groups.

• Begin to be aware that formal

and informal situations require a

different role and language.

• Offer appropriate comments in

paired or small group

discussion.

• Retell a familiar story using

narrative language and linking

words/phrases.

• Recount an event or

experience in sentences using

specifically chosen vocabulary.


• Perform a simple poem from

memory.

• Hold the attention of listeners by

adapting the way they talk.

• Begin to understand how to

speak for different purposes

and audiences.

Vocabulary

Past and present tense, commas, questions,

expression, plot, setting, character, author,

commas in a list, apostrophe

noun, noun phrase statement, question,

exclamation, command compound, suffix

adjective, adverb, verb tense (past, present)

apostrophe, comma

NC Emerging

reads aloud books closely matched to

phonic knowledge, building unfamiliar

words with increased accuracy and without

undue hesitation

reads all known graphemes

reads unfamiliar words containing known

GPCs accurately and without needing to

sound out

reads accurately words that have been

encountered frequently

reads known CEW fluently

segments words into syllables to aid

decoding

uses punctuation to aid reading with

expression


and attempts to self-correct

listens to and talks about a wide range of

contemporary and classic poetry, stories

and non-fiction

retells a range of story in sequence

uses coordinating conjunctions (joining words)

and, or, but, so

uses question marks and exclamation marks in

writing

uses simple adjectives for description

understands and uses the terms noun, verb and

adjective

uses basic layout conventions in different forms

of writing

plans out loud what is going to be written

creates simple plans to support writing

makes simple changes to writing where

appropriate

proof-reads own writing to check for basic

errors

words with the /n/ sound spelt kn and gn at the

beginning of words

words with the /r/ sound spelt wr at the

beginning of words

words with the /j/ sound spelt as ge and dge

and g

words with the /s/ sound spelt c before e i y


answers questions about books read and

shared

finds and retrieves literal information

begins to ask simple questions about books

read and shared

recognises simple recurring language in

poems and stories

makes plausible predictions

distinguishes between fact and fiction

shows some awareness of text features

adding –ing, -ed, -er, -est, -y to words ending in

e with a consonant before it

begins to select correct GPCs in spelling

forms lower case letters of the correct size

relative to one another

NC

Developing

reads aloud books closely matched to

phonic knowledge, accurately building

unfamiliar words without prompting

reads familiar words without overt sounding

and blending

reads words of 2 or more syllables

reads CEW fluently taking note of unusual

correspondences between spelling and

sounds and where these occur in words

uses punctuation to read with increased

expression


and self-corrects

asks and answers questions about books read

and shared

makes simple inferences using evidence from

the text

talks about new vocabulary and offers

suggestions about the meaning based on the

context

discusses favourite words and phrases

explains how items of information are related

and discusses sequence of events

makes plausible predictions, using evidence

from the text

begins to skim and scan

begins to use subordinating conjunctions

(joining words) when, if, because, as

begins to use past and present tense correctly

uses commas in lists

uses apostrophe for contraction

understands and uses the term adverb

begins to use adverbs in writing

develops stamina to write at increasing length

writes down key ideas and words (inc. some

new vocabulary drawn from listening to, and

talking about, whole books to develop plans)

considers word choice, grammar and

punctuation

re-reads own writing to check for sense, basic

errors and meaning

reads aloud writing with appropriate intonation

to make meaning clear

words with contractions

words ending in –le,- el, -al and –il

adding –ies to nouns and verbs ending in y

adding –ed, -ing, -er, -est to a root word ending

in y with a consonant before it

selects correct GPCs in spelling

words with the suffix –ly

uses –ly to turn adjectives into adverbs


talks about how to choose a book to read handwriting is legible with almost all lower case

letters and capital letters accurately and

consistently formed and of the correct size and

orientation

NC Secure applies phonic knowledge and skills

consistently to decode age-appropriate texts

accurately and without undue hesitation

sounds out unfamiliar words accurately,

without undue hesitation

automatic decoding, using phonics, is

embedded and reading is fluent

recognises and effortlessly decodes

alternative sounds for graphemes

reads accurately words of two or more

syllables, containing known graphemes

recognises and effortlessly decodes most

CEW

reads most words quickly and accurately,

without overt sounding and blending, when

they have been encountered frequently

reads words containing common suffixes

reads age-appropriate texts with fluency

and confidence


and takes appropriate action

begins to use expression and intonation to

engage a listener, when reading aloud

self-corrects and re-reads to make ensure

fluency and meaning

regards reading as a pleasurable activity

identifies sequences of events in texts and

offers simple explanations of how items of

information relate to one another

demonstrates familiarity with, and can retell,

a wide range of stories, fairy stories and

traditional tales

recognises and writes (grammatically correct)

different types of sentences: statements,

questions, commands and exclamations

understands and uses coordinating and

subordinating conjunctions to construct and

extend sentences

uses the past and present tense correctly

throughout writing inc. the progressive form

uses capital letters for proper nouns accurately

uses a range of punctuation almost always

correctly – full stops, question marks,

exclamation marks, commas in lists, apostrophe

for contraction and apostrophe for singular

possession

uses expanded noun phrases, adjectives and

adverbs for description and specification

writes narratives about personal experiences

and those of others (real and fictional)

writes for different purposes (including poetry)

uses plans to support writing

links ideas and events using strategies to create

‘flow’

evaluates the effective use of word choice,

grammar and punctuation

makes appropriate additions, revisions and

corrections

proof reads to check for errors in spelling,

grammar and punctuation

re-reads writing to check for correct and

consistent tense

evaluates writing with teachers and peers


recognises and understands the different

structures of non-fiction books that have

been introduced

shares favourite words and phrases, and

clarifies the meaning of new words through

discussion, and by making links to known

vocabulary

learns and recites a repertoire of poems by

heart, using appropriate intonation to help

make the meaning clear

demonstrates understanding of what is read

independently, or listened to, by drawing on

own knowledge, and information and

vocabulary provided

constructs meaning whilst reading

independently, self-correcting where the

sense of the text is lost

makes inferences on what has been read

asks and answers questions appropriately,

including those based on inference of what

is said and done

makes predictions on the basis of what has

been read so far

participates in discussions , offering opinions

and explanations for these about books,

poems and other materials

exercises choice in selecting books

uses phonic knowledge to spell simple

monosyllabic and polysyllabic words

Y2 CEW / HFW

spells frequently used homophones / near

homophones

words using the possessive apostrophe (singular

nouns)

adding –ing, -ed, -er, -est and –y to words of

one syllable ending in a single letter after a

short vowel

words with the suffixes –ment, -ness, -ful and

–less

words ending in –tion

recognises own spelling errors and makes some

attempt to correct these

compound nouns

words are almost always appropriately and

consistently spaced in relation to the size of the

letters

some diagonal and horizontal strokes are used

to join letters


Must have knowledge and skills Lower Key Stage 2

Year 3


Year 3 Non-

Negotiable

Skills

• Comment on the way characters relate to

one another.

• Know which words are essential in a

sentence to retain meaning.

• Draw inferences such as inferring

characters’ feelings, thoughts & motives

from their actions.

• Recognise how commas are used to give

more meaning.

• Recognise inverted commas

• Recognise:

o plurals

o pronouns and how used

o collective nouns

o adverbs

• Explain the difference that the precise

choice of adjectives and verbs make.

• Use conjunctions (when, so, before, after, while,

because).

• Use adverbs (e.g. then, next, soon, therefore).

• Use prepositions (e.g. before, after, during, in,

because of).

• Experiment with adjectives to create impact.

• Correctly use verbs in 1st, 2nd & 3rd person.

• Use perfect form of verbs to mark relationships

of time & cause.

• Use inverted commas to punctuate direct

speech.

• Group ideas into basic paragraphs.

• Write under headings & sub-headings.

• Write with increasing legibility, consistency and

fluency.

• Talk and listen confidently in

different situations.

• Show they have listened

carefully by asking relevant

questions.

• Develop and explain their ideas

giving reasons.

• Sequence and communicate

ideas in an organised and

logical way in complete

sentences as required.

• Vary the amount of detail –

dependent on purpose and

audience.

• Participate fully in paired and

group discussions.

• Show understanding of the

main points in a discussion.

• Vary the use and choice of

vocabulary – dependent on

the purpose and audience.

Start to show awareness of how

and when Standard English is

used.

• Retell a story using narrative

language, adding relevant

detail.

• Perform poems from memory,

adapting expression & tone as

appropriate.



carefully through making

relevant comments.

• Formally present ideas or

information to an audience.

• Recognise that meaning can

be expressed in different ways

dependent on the context.

• Begin to adapt use of language

to meet the needs of the

audience/listener.

•

Year 3

Vocabulary

Plurals, pronouns and how used, collective

nouns, adverbs, inferring, adjectives and verbs.

preposition, conjunction word family, prefix clause,

subordinate clause direct speech consonant,

consonant letter vowel, vowel letter inverted

commas (or ‘speech marks’)

NC Emerging

uses a range of strategies when reading

aloud when prompted

reads age-appropriate texts at a speed

which allows focus on understanding as

opposed to decoding individual words

experiments with different pronunciations

when reading unfamiliar, longer words

makes good approximations of a word’s

pronunciation

listens to, and discusses, a wide range of

fiction poetry, plays, non-fiction, textbooks

and reference books

reads independently and can talk about

what has been read

makes inferences from texts and can explain

these

uses a wide range of conjunctions to join

sentences and develop ideas

varies sentence openers

uses pronouns to avoid repetition

uses a range of punctuation with increasing

accuracy – full stops, question marks,


for contraction and apostrophe for singular

possession

uses a or an according to whether the next

word begins with a consonant or a vowel

begins to select words for effect

begins to use paragraphs to group related

material

uses a range of planning strategies and tools


identifies the main points of a text

makes predictions based on evidence from

the text and can explain these

recognises that books are structured in

different ways for different audiences and

purposes

becomes more aware of the audience and

purpose of different types of writing

discusses and records ideas

words with the /ai/ sound spelt ei, eigh or ey

words containing the /u/ sound spelt ou

adding suffixes beginning with vowel letters to

words of more than one syllable (words ending

with a single consonant preceded by a short

vowel double the consonant before adding ing)

NC

Developing

begins to use a range of strategies when

reading independently

self-corrects using the appropriate strategies

discusses meaning of new words based on

understanding of root words, prefixes and

suffixes

begins to read ahead looking for clues to

determine meaning

begins to read silently for short periods of time

reads books that are structured in different

ways

begins to ask questions to improve

understanding of the text

recognises the author makes choices

regarding the vocabulary used

discusses words and phrases that capture the

reader’s interest and imagination

recognises that authors make choices

regarding the layout of text / information

explains how the structure of a text has

impact on the reader

begins to recognise different forms of poetry

selects books based on awareness of reading

preferences

begins to use apostrophe for plural possession

begins to use inverted commas to punctuate

direct speech

understands main clauses

selects words for effect to support purpose and

engage readers’ interests

uses headings and sub-headings to aid

presentation

writes for a range of real purposes and

audiences as part of their work across the

curriculum

reads aloud own writing using appropriate

intonation

the /i/ sound spelt y elsewhere than at the of

words

possessive apostrophe with regular plural words

words using prefixes; un-, dis-, mis-, in-, im-, il-,

ir-, re-, sub-, inter-, super-, anti-, auto-

formation of nouns using a range of prefixes,

such as super-, anti-, auto-

NC Secure reads a range of texts with fluency,

understanding and expression

expresses time, place and cause using;


talks about different strategies that can be

used to help make sense of reading

begins to select the most effective strategy

self-corrects without prompting when

necessary

reads silently for longer periods of time

reads for a range of purposes

checks reading makes sense

talks about their understanding and tries to

explain the meaning of words in context

reads and discusses a variety of text types

talks about personal likes and dislikes of

books read and, when prompted, can

support these views and opinions with

reasons

asks questions to improve understanding of

the text

infers reasons for action and events

identifies words and phrases used to create

mood and tension

offers reasons for authors’ choice of

vocabulary

begins to summarise what has been read

picks out key points when sequencing

fiction

offers explanation for layout or

organisational features used within a text

makes comparisons between stories and

between non-fiction texts comparing like

with like

identifies some different forms of poetry

prepares poetry to be read aloud

conjunctions (e.g. when, before, after, while, so,

because)

adverbs (e.g. then, next, soon, therefore)

prepositions (e.g. before, after, during, in,

because, of)

begins to understand subordinate clauses

uses a range of punctuation accurately and

effectively - full stops, question marks,


for contraction, apostrophe for singular

possession and inverted commas for direct

speech

uses the present perfect form of verbs instead of

the simple past

uses a varied and rich vocabulary

structures and organises writing with a

beginning, middle and end across a range of

text types

uses texts similar to those that they are planning

to write, to understand and learn from its

structure

assesses the effectiveness of own and others’

writing

proof reads for spelling, grammar and

punctuation errors and self-corrects

spells some words from the National Curriculum

word list for Years 3 and 4

begins to use a dictionary to check spellings

can spell words using knowledge of word family

uses diagonal and horizontal strokes to join

letters and understands which letters when

adjacent to one another or best left unjoined


Must have knowledge and skills Lower Key Stage 2

Year 4


Year 4 Non-

Negotiable

Skills

• Give a personal point of view on a text.

• Re-explain a text with confidence.

• Justify inferences with evidence, predicting

what might happen from details stated or

implied.

• Use appropriate voices for characters

within a story.

• Recognise apostrophe of possession (plural)

• Identify how sentence type can be

changed by altering word order, tenses,

adding/deleting words or amending

punctuation.

• Explain why a writer has used different

sentence types or a particular word order

and the effect it has created.

• Skim & scan to locate information and/or

answer a question.

• Vary sentence structure, using different

openers.

• Use adjectival phrases (e.g. biting cold wind).

• Use appropriate choice of noun or pronoun.

• Use fronted adverbials.

• Use apostrophe for plural possession.

• Use a comma after fronted adverbial (e.g. Later

that day, I heard bad news.).

• Use commas to mark clauses.

• Use inverted commas and other punctuation to

punctuate direct speech.

• Use paragraphs to organize ideas around a

theme.

• Use connecting adverbs to link paragraphs.

• Write with increasing legibility, consistency and

fluency.

• Talk and listen confidently in a

wide range of contexts.

• Ask questions to clarify or

develop understanding.

• Give an answer and justify with

evidence.

• Sequence, develop and

communicate ideas in an

organised and logical way in

complete sentences as

required.


main points and significant

details in a discussion.


carefully through making

relevant comments.

• Increasingly able to adapt

what they say to meet the

needs of the audience/listener.

• Vary the use and choice of

vocabulary dependent on the

purpose and audience.

• Vary the amount of detail

dependent on the purpose and

audience.

• Show understanding of how

and why language choices

vary in different contexts.


• Use some features of Standard

English.

• Present writing to an audience

using appropriate intonation

and control the tone and

volume so that the meaning is

clear.

• Perform poems or plays from

memory conveying ideas about

characters and situation by

adapting expression and tone.

• Understand when the context

requires the use of Standard

English.

Year 3

Vocabulary

Determiner, pronoun, possessive pronoun, adverbial

NC Emerging

reads a range of texts with fluency,

understanding and expression,

independently selecting an appropriate

strategy

talks about books read, offering opinions and

synopsises – at times with prompts

retrieves and records information from non-

fiction texts

begins to draw inferences re. characters’

thoughts, feelings and motives from their

actions

summarises main points of stories /

information within a paragraph

• uses fronted adverbials

• uses apostrophes for singular and plural

possession

• understands the grammatical difference

between plural and possessive -s

• uses noun phrases expanded by the addition of

modifying adjectives, nouns and prepositional

phrases

• uses appropriate choice of pronoun/noun within

and across sentences to aid cohesion

• proof reads for spelling, grammar and

punctuation errors and self-corrects as the

writing develops

• further homophones and near homophones


recognises the purpose, form and audience

of a text

identifies and comments on author

viewpoints

begins to read a range of different forms of

poetry

begins to prepare readings to be presented

to audiences

• words using suffixes: -ly, -ation, -ous

• words with endings sounding /shun/: -tion, -sion,

-ssion, -cian

• words ending with –sure and -ture

NC

Developing

reads a range of texts with fluency,

understanding and expression selecting the

most effective strategy

reads further CEW words

talks about books read, offering opinions and

synopsises

begins to recognise occurring themes or

conventions linked to text types

expands and explains answers to questions

based on texts read

makes reference to texts when answering

questions

justifies inferences with evidence

picks out vocabulary / phrases used for

impact and effect

identifies main ideas drawn from more than

one paragraph and can summarise these

predicts what might happen from details

stated and implied

names some key children’s authors

reads aloud with increasing confidence

chooses books based on knowledge of

author, text type and purpose of reading

becomes increasingly aware of subordinate

clauses and experiments with their position in

sentences

uses commas to demarcate fronted adverbials

uses Standard English when writing to ensure

grammatical accuracy (I seen / I saw)

uses vocabulary which is appropriate to task,

audience and purpose

attempts to make simple links between

paragraphs

plans effectively for a range of writing

decisions about writing are based on

awareness of audience and purpose

proposes changes to grammar and

vocabulary to improve consistency

reads aloud their own writing to a group or the

whole class, using appropriate intonation and

controls the tone and volume so that meaning

is clear

words with the /k/ sound spelt ch (Greek in

origin)

words with the /sh/ sound spelt ch (mostly

French in origin

words ending with the /g/ sound spelt –gue

and the /k/ sound spelt –que (French in origin)

words with the /s/ sound spelt sc (Latin in

origin)


NC Secure reads most words effortlessly at a speaking

pace

Uses knowledge of phonics, root words,

suffixes and prefixes to determine

pronunciation and meaning of unfamiliar

words

reads further CEW noting unusual

correspondences between spelling and

sound and where these occur in words

reads aloud with appropriate volume

reads a wide range of fiction and no- fiction,

including poetry.

talks confidently about a wide range of

books read, retelling narratives, summarising

information and offering opinions

talks about themes and conventions when

discussing books

understands the different reasons for reading

– for pleasure / to find information, for

example

uses the structure of books to navigate

around texts

selects books based on own reading

experiences and preferences

talks about known authors

reads independently with sustained

concentration

offers inferences and predictions and

explains rationale behind these, making

reference to the text as appropriate

identifies how language, structure and

presentation contributes to meaning

recognises different forms of poetry

prepares poems and play-scripts to be read

aloud and performed showing understanding

of intonation, tone and volume

uses subordinate clauses and fronted

adverbials which are correctly punctuated

using commas

punctuates direct speech correctly, using

commas after reporting clause and new

speaker, new line

identifies parts of speech (now including

possessive pronouns and determiners)

writes with grammatical accuracy

uses a varied and rich vocabulary and a wider

range of conjunctions in an increasing range

of sentence structures (simple, compound and

complex)

creates settings, characters and plot in

narratives

writes non-narratives using appropriate

organisational devices

organises paragraphs around a theme

discusses writing similar to that which they are

planning to write, in order to learn from its

structure, vocabulary and grammar

assesses the effectiveness of their own and

others’ writing and suggests improvements

possessive apostrophes with irregular plurals

spell words from the National Curriculum word

list for Years 3 and 4

use the first 2 or 3 letters of a word to check its

spelling in a dictionary

writes with a legible and consistent handwriting

style (e.g. by ensuring the down strokes of

letters are parallel equidistant; that lines of

writing are spaced sufficiently so that

ascenders and descenders of letters do not

touch)


Must have knowledge and skills Upper Key Stage 2

Year 5


Year 5 Non-

Negotiable

Skills

• Summarise main points of an argument or

discussion within their reading & make up

own mind about issue/s.

• Compare between two texts

• Appreciate that people use bias in

persuasive writing.

• Appreciate how two people may have a

different view on the same event.

• Draw inferences and justify with evidence

from the text.

• Vary voice for direct or indirect speech.

• Recognise clauses within sentences.

• Explain how and why a writer has used

clauses to add information to a sentence.

• Use more than one source when carrying

out research.

• Create a set of notes to summarise what

has been read.

• Add phrases to make sentences more precise &

detailed.

• Use range of sentence openers – judging the

impact or effect needed.

• Begin to adapt sentence structure to text type.

• Use pronouns to avoid repetition.

• Indicate degrees of possibility using adverbs

(e.g. perhaps, surely) or modal verbs (e.g.

might, should, will).

• Use the following to indicate parenthesis:

o brackets

o dashes

o comma

• Use commas to clarify meaning or avoid

ambiguity.

• Link clauses in sentences using a range of

subordinating & coordinating conjunctions.

• Use verb phrases to create subtle differences

(e.g. she began to run).

• Consistently organise into paragraphs.

• Link ideas across paragraphs using adverbials of

time (e.g. later), place (e.g. nearby) and

number (e.g. secondly).

• Write legibly, fluently and with increasing speed.

• Talk and listen confidently in a

wide range of contexts

including some that are formal.

• Engage the interest of the

listener by varying their

expression and vocabulary.

• Adapt spoken language to the

audience, purpose and

context.

• Explain the effect of using

different language for different

purposes.

• Develop ideas and opinions

with relevant detail.

• Express ideas and options

justifying a point of view.


main points, significant details

and implied meanings in a

discussion.

• Listen carefully in discussions,

make contributions and ask

questions that are responsive to

others’ ideas and views.

• Begin to use Standard English in

formal situations.

• Begin to use hypothetical

language to consider more

than one possible language or

solution.


• Perform their own compositions

using appropriate intonation

and volume so that meaning is

clear.


memory making careful

choices how they convey ideas

about characters and situations

by adapting expression and

tone.

• Understand and begin to select

the appropriate register

according to the context.

Year 5

Vocabulary

Argument, persuasive, inferences, justify,

evidence, indirect and direct speech, clauses,

summarise

modal verb, relative pronoun relative clause

parenthesis, bracket, dash cohesion, ambiguity,

paragraphs, verb phrases, adverbials of time and

place.

NC Emerging

reads at a reasonable speaking pace

reads most words effortlessly

pronounces unfamiliar words with

automaticity

reads longer books with sustained interest

groups books according to theme or

convention

recognises when unsure of word meaning /

pronunciation and requests help

begins to show empathy/understanding

with characters’ motives and behaviours

infers meaning of unfamiliar words from

context

infers characters’ thoughts feelings and

motives

uses relative clauses with/without a relative

pronoun

selects words for effect to support purpose and

engage readers’ interest

begins to build paragraphs around a topic

sentence

demonstrates growing awareness of audience

and purpose

begins to develop characters and settings

through selection of effective vocabulary

summarises a paragraph

considers the impact and effect of vocabulary

and grammar choices when re-reading own

and others’ writing

uses a thesaurus


summarises and presents stories in own

words

words containing the letter-string ough

NC

Developing

develops confidence when reading aloud

recognises an increasingly wide range of

books including myths, legends, modern

fiction, fiction from our literary heritage and

stories from other cultures

talks about favourite authors and types of

books, giving reasons for preferences

asks questions to enhance understanding

of the text

retrieves information from a text, using

efficient and effective methods

recognises author’s viewpoint

uses inference and predictions to support

reading

begins to identify descriptive and figurative

language that has been used for effect

summarises main idea from more than one

paragraph

uses modal verbs to indicate degrees of

possibility

uses brackets, dashes and commas to

demarcate relative clauses

uses a thesaurus to refine word choice

links ideas across paragraphs using adverbials

of time (e.g. later), place (e.g. nearby) and

number (e.g. secondly) or tense choices (e.g.

he had seen her before)

selects appropriate formats and forms to suit

audience and purpose

uses own reading, what is listened to and what

is seen as models to support the development

of character, setting and atmosphere

edits own work and offers suggestions to others

to improve the impact and effect of writing

proof reads own work for spelling and

punctuation errors

words with the /ee/ sound spelt ei after c

converting nouns or adjectives into verbs using

suffixes (e.g. –ate, -ise, ify)

verb prefixes (e.g. dis-, de-, mis-, over- and re-)

NC Secure reads aloud with appropriate volume and

expression to make meaning clear to the

audience

reads an increasingly wide range of books

selects books based on reading

experiences and knowledge of books

distinguishes between fact and opinion in

non-fiction reading

explains the effect and impact of author

viewpoint

uses modal verbs and adverbs to indicate

degrees of possibility

uses brackets, dashes and commas to indicate

parenthesis

uses commas to clarify meaning or avoid

ambiguity

chooses vocabulary to complement purpose

identifies the audience for, and purpose of, the

writing, selecting the appropriate form and uses

other similar writing as models for their own


discusses author’s use of language for

impact and effect using technical terms

(figurative language, similes, imagery,

analogy, metaphor etc.)

begins to make comparisons across and

between books

begins to show the influence of reading in

writing

builds up a repertoire of poems that are

known by heart

prepares poems and plays to read aloud

uses devices to build cohesion within and

across paragraphs

shows a growing awareness of how authors

develop character and setting, including

through the use of dialogue

begins to précis longer passages

makes effective changes when editing own

and others’ work

spells some words from the National Curriculum

word list for Years 5 and 6

uses the first 3 or 4 letters of a word to check

spelling, meaning or both of these in a

dictionary

words ending in –able and –ible

words ending in –ably and –ibly

knows what standard of handwriting is

appropriate for a particular task i.e. notes, final

versions, labelling a diagram, filling in forms


Must have knowledge and skills Upper Key Stage 2

Year 6


Year 6 Non-

Negotiable

Skills

• Refer to text to support opinions and

predictions.

• Give a view about choice of vocabulary,

structure, etc.

• Distinguish between fact & opinion.

• Appreciate how a set of sentences has

been arranged to create maximum effect.

• Recognise:

o complex sentences with more than

one subordinate clause

o phrases which add detail to

sentences

• Explain how a writer has used sentences to

create particular effects.

• Skim and scan to aide note-taking.

Use subordinate clauses to write complex

sentences.

Use passive voice where appropriate.

Use expanded noun phrases to convey

complicated information concisely (e.g. The

fact that it was raining meant the end of sports

day).

Use a sentence structure and layout matched

to requirements of text type.

Use semi-colon, colon or dash to mark the

boundary between independent clauses.

Use colon to introduce a list & semi colon within

a list.

Use correct punctuation of bullet points.

Use hyphens to avoid ambiguity.

Use full range of punctuation matched to

requirements of text type.

Use wide range of devices to build cohesion

within and across paragraphs.

Use paragraphs to signal change in time,

scene, action, mood or person.

Write legibly, fluently and with increasing speed.

• Listen carefully and adapt talk

to the demands of different

contexts, purposes and

audiences with increasing

confidence.

• Ask questions to develop ideas

and make contributions that

take account of others’ views.

• Use evidence to support ideas

and opinions.

• Explain ideas and opinions –

elaborating to make meaning

explicit.

• Take an active part in

discussions, taking different

roles.

• Use hypothetical speculative

language to express

possibilities.

• Use Standard English fluently in

formal situations.

• Debate an issue maintaining a

focused point of view.

• Use formal language of

persuasion to structure a logical

argument.

• Perform their own compositions,

using appropriate intonation,

volume and expression so that


literal and implied meaning is

made clear.


memory making deliberate

choices about how they

convey ideas about

characters, context and

atmosphere.

• Pay close attention to, and

consider the view and opinions

of, others in discussions.

• Make contributions to

discussions, evaluating others’

ideas and responding to them.

• Understand and select the

appropriate register according

to the context.

Year 6

Vocabulary

complex sentences, subordinate clause,

phrases, Skim and scan, opinion, predictions

subject, object active, passive synonym, antonym

ellipsis, hyphen, colon, semi-colon, bullet points

NC Emerging

recognises reoccurring themes and

conventions across a range of texts

participates actively in discussion about

books

discusses how authors use language,

including figurative language and how this

impacts on the reader

summarises main idea from more than one

paragraph

identifies the subject and object within a

sentence

uses colons to introduce a list and semi colons

within lists

understands how words are related by meaning

as synonyms and antonyms

notes and develops initial ideas, drawing on

reading and research where necessary

uses further organisational and presentational

devices to structure texts and guide the reader


uses elements taken from reading in own

writing

describes settings, character and atmosphere to

good effect selecting appropriate vocabulary

and grammar

suggests changes to vocabulary, grammar and

punctuation to enhance effects and clarify

meaning

assesses the effectiveness of their own and

others’ writing

homophones and other words that are often

confused

uses a thesaurus efficiently and effectively

NC

Developing

retrieves information effectively using

organisational features

records and presents information from non-

fiction texts

identifies how punctuation is used for impact

and effect

recognises authorial techniques and styles

and can explain how authors use these to

create particular moods and effects

distinguishes between statements of fact and

opinion; and in non-fiction.

discusses and evaluates author’s use of

language and its impact on the reader

explains author’s organisation of a text

asks questions to enhance understanding of

the text.

knows the difference between the active and

passive voice

varies length, structure and subject of

sentences to extend meaning and interest the

reader

punctuates bullet points consistently

uses hyphens to avoid ambiguity

uses expanded noun phrases to convey

complicated information concisely

writes making conscious links to reading

links ideas across paragraphs using a wider

range of cohesive devices (e.g. 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

integrates dialogue to convey character and

advance action

précises longer passages

evaluates own and others writing and edits as

appropriate

words with the ending /shus/ spelt -cious or -

tious

words with the ending /shul/ spelt -cial or -tial


words with the endings –ant, -ance/-ancy, -

ent, -ence/-ency

adding suffixes beginning with vowel letters to

words ending in –fer (the r is doubled if the –fer

is still stressed when the ending is added. The r is

not doubled if the –fer is no longer stressed)

NC Secure reads confidently, fluently and effortlessly a

range of age-appropriate texts including

novels, plays, poetry, non-fiction, reference

and text books

determines meaning of new words by

applying knowledge of root words, suffixes

and prefixes

demonstrates appropriate intonation, tone

and volume when reading aloud text, plays

and poetry to make meaning clear to the

audience

demonstrates a positive attitude to reading

by frequently reading for pleasure, both

fiction and non-fiction.

reads and demonstrates familiarity with a

wide range of books, including myths,

legends and traditional stories, modern fiction

and fiction from literary heritage, and books

from other cultures and traditions).

recommends books to others based on own

reading preferences, giving reasons for

choice.

knows a wide range of poetry by heart.

explains how language, structure, and

presentation, can contribute to the meaning

of a text.

identifies themes and conventions

demonstrating, through discussion and

comment, understanding of their use in and

across a wide range of writing.

uses the passive voice to effect the presentation

of information in a sentence

uses colons, semi colons and dashes to mark

boundaries between independent clauses

uses a full range of punctuation appropriately

and effectively to vary pace/create

atmosphere including ellipsis

demonstrates appropriate use of vocabulary

and grammar to suit both formal and informal

situations and recognises the subjunctive form

makes appropriate choices of grammar and

vocabulary to clarify meaning including use of

a thesaurus

writes for a range of purposes and audiences

uses suitable forms with appropriate features for

different text types

introduces, develops and concludes

paragraphs appropriately

ensures the consistent and correct use of tense

throughout a piece of writing

uses drafting to make appropriate choices in

grammar and vocabulary to clarify and

enhance meaning

précises longer passages appropriately

proof reads writing for wider audience to ensure

accuracy of spelling and punctuation

spells words from the National Curriculum word

list for Years 5 and 6


draws on contextual evidence to make sense

of what is read, and participates in discussion

to explore words with different meanings.

comments on how language, including

figurative language, is used to contribute to

meaning.

makes comparisons within and across

different texts.

draws inferences such as inferring characters’

feelings, thoughts and motives from their

actions, and justifying inferences with

evidence.

makes predictions based on details stated

and implied.

identifies key details that support main ideas,

and uses them to summarise content drawn

from more than one paragraph.

expresses views formed through independent

reading and books that are read to them,

explaining and justifying personal opinions,

and courteously challenging those of others.

explains and discusses understanding of what

has been read, including through formal

presentations and debates,

uses the full range of spelling rules and patterns

as listed in English Programme of Study for Key

Stage 1 and 2 accurately

words using a hyphen to link a prefix to a route

word

words with silent letters (i.e. letters whose

presence cannot be predicted from the

pronunciation of the word)

writes legibly and fluently and with increasingly

efficient speed

knows which letters join and which writing

implement is best suited to a task

the intent of our english curriculum

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