KS1 and KS2 English Curriculum Intent
At GFAPS primary it is our intent that children are taught the essential skills that will allow them to talk, read and write with confidence and pleasure, this in turn will provide them with the cultural capital that will improve their life skills. Most pupils at KS1/2 intend to return to mainstream or another long term provision. It is therefore our intention that pupils should have access to a high quality, well assessed and engaging English curriculum and they leave us with the right tools and skills ready to start their next phase of learning.
Our aims and objectives are:
To assess pupils literacy needs quickly and accurately so that accelerated progress can be made.
To ensure that all pupils can read easily, fluently and with good understanding and develop the habit of reading widely and often, both for pleasure and information.
To provide and explore a range of texts that develop a wider cultural context so that they are more worldly in their knowledge.
To ensure that all pupils acquire a wide vocabulary, an understanding of grammar, punctuation and spelling.
To help pupils to be effective, competent communicators and good listeners.
To ensure that all pupils write clearly, accurately and coherently, adapting their language and style in a range of contexts, genres and audiences.
To provide high quality literacy experiences outside designated English lessons through a cross-curricular topic approach.
Reading KS1 and KS2
To nurture an interest and passion for books.
To develop a growing ability to make sense of what they read, drawing on illustration, their knowledge of language and the world as well as the words on the page.
To teach children to use a range of supportive reading strategies including phonics.
To develop reflection, so they can self-correct and respond personally to what they have read, making links to prior knowledge and express likes and dislikes with reasons for their views.
To provide lots of opportunities for children to practise their mastery of reading skills.
To develop children’s reading stamina so that they can read for longer periods and cope with more demanding texts.
To develop children’s ability to infer meaning by “reading between the lines”.
To develop critical awareness as a reader, analysing how the writer creates meanings and effects through their use of language, form and structure.
Writing KS1 and KS2
To provide an environment which stimulates an awareness of written as well as spoken language.
To teach children to write using their phonics skills, common exception words and to use simple punctuation.
To develop positive attitudes towards writing so they are able to make simple additions, revisions and corrections to their work.
To teach spelling patterns and a handwriting style which allows them to write with legibility, fluency and with increasing speed.
To nurture pupils to be fluent writers who have the confidence to write for any purpose.
To provide opportunities for cross-curricular writing.
Speaking and Listening KS1 and KS2:
To foster opportunities for pupils to practise speaking in a range of contexts.
To build in opportunities to develop memory and recall so that pupils can retain key aspects of the curriculum and skills needed to succeed.
To create opportunities for pupils to visit places with cultural significance so that the understanding of the topics is enhanced.
To invite visitors in to talk to the children and stimulate discussion and questions.
To provide many opportunities to listen carefully to stories and discuss and to respond in different ways to these.
To foster an ability to respect and respond to the views of other children and adults in an appropriate way.
KS1 and KS2 English Curriculum Implementation
We follow the National Curriculum (NC) for English – speaking and listening, reading and writing. For skills progression in reading and writing from Y1 – Y6 we follow the National Curriculum. We teach writing skills as specified by the National Curriculum and follow the guidelines for age related content. Our outcomes for writing are purpose-led. Spelling and grammar skills are taught both discretely or woven into the writing genre being taught.
Children are encouraged to write for many different purposes and to review their own writing .Children will experience all the forms and purposes of writing. We provide cross-curricular opportunities for children to write and for them to develop their writing through editing .We encourage children to write emergently and to ‘have a go’ as their skills develop. We aim to stimulate an interest in writing and for children to become self-motivated and to experience writing for a purpose. Teachers use models and scaffolds to teach children the features of a particular genre. Modelled writing is used as the main teaching strategy to ensure pupils reach age related expectations. Teachers model writing several times over the week to the whole class. This demonstrates exactly how and what children are expected to achieve in their own writing. Teachers rehearse aloud what they are thinking and the process of writing as they model. In our KS1 class there is a designated writing area. This provides opportunities for children to write independently, using a variety of materials and writing mediums. This is used to encourage experimental writing for a purpose e.g. book making, writing linked to role-play, note-taking, planning ideas.
We follow the Letters and Sounds principles and practice of high quality phonics (Primary National Strategy 2007).The teaching of phonics is multisensory; the children use all their senses to learn each new sound e.g. by singing, acting, making shapes in the air, using computers, playing games and using tactile manipulatives. This ensures all learning styles are catered for and the children enjoy their phonics lessons. The six-phases of the Letters and Sounds document provides a structure for teachers from which teachers plan for children’s progression. The boundaries between the phases are not fixed, allowing teachers to plan across the phases depending on the individual’s needs. Teachers’ assessment of individual children will inform the rate at which their children are able to progress through the phases.
We aim to provide a stimulating environment, where children can interact with books, print and spoken language. We promote enjoyment of a wide range of genres and encourage children’s own interests and provide examples of equality and diversity. Children use their reading for learning across the curriculum and we develop their skills in reading through a variety of learning experiences. Reading for Pleasure is actively encouraged and all classrooms have a well-stocked book area with a range of fiction and non-fiction. Pupils also have opportunities to read magazines, information leaflets. A reading area is provided in the library with a different themed area of interest each month e.g. ‘Black History month’ ‘Remembrance’.
Each term a topic box is borrowed from the Schools Library service with fiction and non-fiction books linked to the topic. The books are new and appealing to the children. These are displayed for the children to access and use. Each class has a well-resourced book area, which is accessible to the children at all times. A book banded reading scheme is used which comprises of a range of different schemes. Children work their way through the Key Stage One and Two schemes and then become free readers. Class readers and stories are read to the children on a daily basis .
A range of interventions are used to support pupils ‘catch-up’. For example Dancing Bears, Apples & Pears, NELI, short burst daily targetted handwriting practice, use of Phonics books ‘catch-up’ readers,1-1 phonics practice.
KS1 and KS2 English Curriculum Impact.
Work is marked and assessed in line with the school marking policy. Work is assessed using End of Year Objectives (Age Related Expectations). The findings of the assessment are used to inform planning to help the teaching and learning process. Primary staff meet half-termly to track pupil progress and using GFAPS BEST assessment tool. This also informs next steps and planning.
Medium Term Planning for English is completed and full coverage of the NC is monitored. Reading records are completed daily as is daily phonics work. In writing, next steps are identified and communicated to the child through the use of the marking policy and individual targets. Children use the success criteria in their books to self-assess their work. Use of regular ‘book looks’ monitors children’s writing across the school. Writing is moderated by the primary team and where possible with colleagues from other schools through subject leader days.
National Curriculum objectives
YEAR 3 & 4
YEAR 5 & 6
NOTE: At this stage, there should be no need for further direct teaching of word reading skills for almost all pupils
National Curriculum objectives
- Plan by talking about ideas
- Create simple story maps
- Use simple narrative language features such as story language eg once upon a time/one day/happily ever after; power of three e.g. he walked and walked and walked.
- Write stories with characters based on class reading and role play
- Write stories based on familiar settings e.g. from real life and traditional stories
- Use simple language features of non-fiction e.g. the first person recounts; accurate nouns and verbs
- Use simple organisational features in fiction e.g beginning ,middle and end
- Use simple organisational features in non-fiction e.g captions,instructions in the right order
- Write for simple audiences and purposes based on real life experiences e.g. reports, recounts, thank you letters. instructions, stories
- Re-read writing to check it makes sense and make simple changes as necessary e.g spotting omissions
- Demarcate most sentences with a capital letter/ full-stop
- Use a capital letter for people, places, days of the week and personal pronoun ‘I’
- Identify proper nouns
- Join words using ‘and’ eg to list in a sentence
- Join words using ‘and’ to join simple sentences
- Begin to use ‘because’ to join ideas
- Generally use the present and past tense accurately
- Begin to demarcate sentences using a question mark/exclamation mark
- Begin to use some features of standard English e.g. sentences make sense ,no omissions
- Add –er.-est,-ing,-ed where there is no change to spelling root
- Adding –s or –es as the plural marker for nouns
- Use the prefix un–
- Spell words containing each of the 40+ phonemes already taught/common exception words/the days of the week
-Proof-read and edit their writing in relation to Year1 grammar and spelling expectations
- Form lower case letters ,capital letters and digits 0-9correctly .
-Write for a range of purposes and audiences e.g stories,diaries,letters,instructions,reports,recounts,persuasive posters and real events
-Record ideas e,g story maps, flow charts
- Creative simple cohesive plots in narratives with an opening, build up, dilemma, resolution/end based on class reading and stories with repetitive structures
- Create simple characters in in narratives e.g heroes and villians,
- Create simple settings in narratives e.g. the woods, under the sea, space
- Use the main language features of a narrative e.g. story language, powerful verbs, past tense, third person, alliteration, power of 3
- Use recurring language e.g.in a ln a land far away, long ago, once there lived
- Write simple poetry e.g list and rhyming poems
- Use the main language features of non-fiction e.g imperative verbs for instructions; adverbs such as firstly ,next, then ;third person for reports
- Use the main organisational features in fiction and non-fiction e.g. clear beginning , middle and end; headings for posters ; numbered instructions etc
- Maintain stamina in longer pieces of writing
- Evaluate their writing through discussion and make improvements to clarify the meaning and sense e.g. accurate verb/tense and subject/verb agreement
- Proof-read and edit their writing in relation to Year2 grammar and spelling expectations
- Orally rehearse sentences before writing
- Use full stops and capital letters consistently
- Use sentences with different forms: statements, questions ,commands,exclamations
- Use simple expanded noun phrases to describe and specify
- Use commas to list
- Use co-ordination – and, but, or, yet, so
- Use question marks accurately
- Use exclamation marks as an indication to the reader
- Use a variety of simple pronouns e.g.her,she,the girl,
- Use the progressive form of verbs e.g. I was running
- Use subordination – when, if, that, because to add extra information
- Use the past/present tenses correctly and consistently
- Use apostrophes for contractions and singular possession
- Use a variety of simple ,compound and complex sentences
- Use some features of standard written English e.g persuasive phrases and story language
- Use suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly
-Start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
- Use spacing between words that reflects the size of the letters.
YEAR 3 /4
- Record and note ideas through making notes ,story maps flow charts,
- Compose and rehearse sentences orally ,including dialogues before writing
- Write for a range of purposes and audiences narratives, newspapers & chronological reports, diaries, letters, recounts of trips/experiences ,persuasive leaflets, instructions
- Create and describe plots in narratives with a clear opening ,build up dilemma resolution ,ending
- Create and describe settings linked to different genres and describe characters reactions to the setting
- Develop a wider range of ‘stock’ characters (e.g the strict librarian, the lonely, old man , the mad scientist )
- Describe characters in narratives through show not tell ; describing characters through their actions ; use of dialogue
- Write simple poetry e.g. list poems, shape poems, free verse
- Consistently use the language features of narrative
- Use figurative language e.g similes and alliteration
- Consistently use the language features of non-fiction e.g. technical language, precise nouns and pronouns I.e oak tree rather than tree
- Use a range of organisational; language features of non-fiction e.g headings and sub-headings, columns etc
-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.
- Proof-read and edit their writing in relation to Year3 grammar and spelling expectations
- Proof-read and edit their writing in relation to Year 4 grammar and spelling expectations
- Evaluate their writing through discussion and make improvements to clarify the meaning and sense. Redraft the grammar and vocabulary
-Use accurately :full stops ,capital letters, question marks, exclamation marks, commas in lists, apostrophes for contractions and singular possession
- Use a or an accurately
- Use a range of coordinating connectives accurately and effectively (year2)
- Demarcate direct speech with inverted commas
- Use noun phrases appropriate in a range of text types to clarify and add detail
- Use nouns and pronouns to aid cohesion in sentences/paragrahs
- Use a range of adverbs ,conjunctions and prepositions for time e.g later, next, soon, while
- Use a range of adverbs ,conjunctions and prepositions for place e.g down, inside, out, across
- Use a range of adverbs ,conjunctions and prepositions for cause e.g.as because, of, that
- Use the present perfect form of verbs
- Use fronted adverbials
- Use a range of coordinating and subordinating connectives accurately e.g. but, so, yet, although to form a variety of compound and complex sentences
- Use paragraphs to group related ideas
- Use features of standard English and explore when non-standard english could be used
- Know word families showing how words are related in form and meaning e.g solve, solution, solver,dissolve
-Use further suffixes and prefixes and understand how to add them
- Use the first two or three letters of a word to check its spelling in a dictionary
- 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
- spell words from year 3&4 word list accurately
- Explore and use their own techniques to note their ideas, drawing on research where necessary
- Identify the audience and purpose for their writing and select the appropriate form (narratives, range of reports and recounts, explanation, persuasive arguments ,discussion)
- Control and maintain plots e.g. using foreshadowing , use of dialogue to move the action on ,stories told from more than one view point
- Experiment with different ways of opening and closing narratives
- Develop settings and atmosphere in detail e.g. stories with more than one main setting ,making links between setting ,time, weather
- Extend their range of stock characters ;develop characters in detail e.g through using dialogue, describing how others react to them and how they change over time
- Write free verse poetry with a specific purpose e.g narrative poems , poetry to provoke empathy in the reader / think about an issue
- Modify and control the use of narrative language features e.g reported speech instead of direct speech ; repetition for effect, powe of three linked to grammar expectations (The wind whistled through the tress,tickling the autumn leaves and dancing through the wood .)
- Use figurative language e.g personification ,similes ,metaphor,allusion
- Modify and control the use of non-fiction language features e.g precise description ,technical vocabulary
- Control the use of organisational features in fiction and non-fiction e.g balancing action ,description and dialogue ,balancing fact and opinion ,use of bullet points
- Evaluate their writing through discussion and make improvements through redrafting the grammar and vocabulary to enhance effect
- Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.
- Proof-read and edit their writing in relation to year 5/6 grammar and spelling expectations
-Write with accurate use of all expected punctuation :full stops, capital letters, question marks, exclamation marks, commas in lists, apostrophes, commas after adverbials, speech marks
- Identify main and subordinate clauses
-Write sentences with the subordinate clause at the start and at the end of the sentence
- Use commas to separate main and subordinate clauses
- Use modal verbs to indicate degrees of possibility e.g could, would, should ,may
- Use adverbs to indicate degrees of possibility e.g. perhaps, possibly ,surely
- Use brackets and dashes for parenthesis
- Use a range of devices to link paragraphs e.g. fronted adverbials, repetition, tense choice
- Use embedded clauses e,g Tom knew, although it would be dangerous ,that he had no choice about embarking on the quest
- Use relative clauses beginning with who, which, where, when, whose and that
- Use commas to mark main and subordinate clauses
- Use a range of cohesive devices within devices within paragraphs e.g. repetition, pronoun chains, adverbs and adverbials
- Spell some words with ‘silent’ letters [for example, knight, psalm, solemn]
- Use dictionaries to check the spelling and meaning of words
- Use a thesaurus
- Choose which shape of a letter to use when given choices and deciding whether or not to join specific letters
- Choose the writing implement that is best suited for a task.
- Distinguish between homophones and other words which are often mis-spelt
- Use inverted commas and other punctuation to indicate direct an and reported speech e.g all speech punctuation accurate and placed thoughtfully in a paragraph to move the action on
- Use hyphens to avoid ambiguity
- Use dashes for after-thoughts
- Use formal and informal question tags
- Use the passive voice to create empathy or suspense
- Use passive voice to create formal tone
- Use semi-colons to mark independent clauses
- Use colons to mark independent clauses
- Use multi-clause sentences
- Use the subjunctive form
- Use a range of verb forms (simple progressive ,perfect, modal) appropriately
- Write with appropriate levels of formality for the audience and purpose