English

New National Curriculum Aims The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. 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.

What’s New? Stronger emphasis on vocabulary development, grammar, punctuation and spelling (for example, the use of commas and apostrophes will be taught in KS1) Handwriting – expected to be fluent, legible and speedy Spoken English has a greater emphasis, with children to be taught debating and presenting skillsdebating

Expectation - Spelling Year 1- vowel digraphs, days of the week, name letters of the alphabet, add prefixes and suffixes where no change is needed to the root word. Examples: pocket, catches, quickest, instead, around, dinosaur. Year 2- contractions, homophones and near homophones, suffixes to spell longer words, possessive apostrophe. Examples: written, giraffe, happiest, couldn’t, national, there/their/they’re. Year 3/4- further homophones, words that are often misspelt, further prefixes and suffixes, possessive apostrophe in regular and irregular plurals. Examples: affect/effect, scheme, poisonous, pyramid, comprehension, neighbour, experience. Year 5/6- distinguish between homophones, use of dictionary and thesaurus, silent letters, hyphens, morphology and etymology in spelling. Examples: malicious, essential, considerable, co-ordinate, deceive, solemn, practise/practice, guarantee.

Expectation- Punctuation and Grammar Year 1- capital letters, full stops, question marks, exclamation marks, personal pronouns, singular and plural. Year 2- noun phrases, present and past tense, commas to separate items in a list, apostrophes for contractions and singular possession, adjectives, adverbs, verbs, functions of statements, questions, exclamations or commands. Year 3- prepositions, conjunctions, subordinate clauses, direct speech, inverted commas, paragraphs. Year 4- fronted adverbials, apostrophes for plural possession, determiners, possessive pronouns. Year 5- relative clauses, relative pronouns, modal verbs, brackets, dashes, commas. Year 6- passive/active voice, subject and object, synonyms, antonyms, ellipsis, hyphens, colons, semi-colons, bullet points.

Expectations- Reading Key Stage 1- apply phonic knowledge, blending, read aloud with fluency and confidence, sequencing events, familiar story conventions, recognise predictable phrases and recurring literary language, making inferences, predicting, asking and answering questions, participate in discussions and explain their understanding. Key Stage 2- positive attitudes to reading, reading books for a range of purposes and with a range of structures, range of themes and conventions, recommending books, learning poetry by heart, justifying inferences with evidence, discussing and evaluating authors use of language, identifying how language, structure and presentation contribute to meaning.

Key Stage 1 Spelling, Punctuation and Grammar SAT

Key Stage 1 Reading SAT

Key Stage 2 Spelling, Punctuation and Grammar SAT

Key Stage 2 Reading SAT