Curriculum Subjects – English – Thomas Arnold Primary School

English

English Curriculum Statement

Intent

Reading

At Thomas Arnold Primary School we aim to instill a love of reading in all pupils by exposing them to a variety of literature in different forms and across a range of genres. We provide books that inspire children to love reading and books where pupils can identify themselves in the diverse world that we live in. Early reading is crucial in developing reading for pleasure and we aim to ensure that this continues throughout children’s school life. We aim to develop children’s word knowledge and vocabulary so that they become confident and fluent readers with a good understanding of what they read. Comprehension is taught throughout the school where children learn to make predictions, construct meaning from the text, infer and summarise. Our teachers are passionate about reading and regularly immerse pupils in books that they enjoy by reading to pupils to instil the love of reading. They frequently listen to children read and provide feedback which helps to develop and enhance the children’s reading levels. We aim to provide pupils with opportunities to visit the library and have visits from authors and storytellers which help to develop an interest in reading in a different way. Children select a reading book suited to their reading ability to take home alongside a book from the school library to read for pleasure. We believe that parental engagement in children’s reading in crucial and we understand the importance of children reading to their parents and in being read to. We promote this through parent workshops where we provide parents with ways to support their child’s reading and strategies to develop reading comprehension as well as fluency.

Phonics

Here at Thomas Arnold, we believe that phonics provides the first foundations in early reading. Our government approved phonics scheme ‘Little Wandle’ ensures the teaching of Phonics is of a high quality and consistent so that our pupils develop the skills they need to be confident readers and writers. Our teachers are passionate about delivering daily phonics lessons which teach new sounds and help pupils learn to segment words which support their reading and writing. We ensure that any pupils who require additional support are targeted through rapid catch-up interventions whilst still accessing whole class teaching.

Writing

At Thomas Arnold our intention is to deliver lessons where pupils can develop their grammar and punctuation, vocabulary, and spelling which they can then use to write for different purposes. We want children to confidently communicate their ideas and their knowledge and believe in what they write. Our pupils learn how to write for different audiences and in a range of contexts where their writing flows and excites the reader. Children are encouraged to make changes to their work to refine what they have written. This editing process aims to develop independent writers who can improve their writing just like many of the great authors that we love to learn about! Handwriting is taught on a weekly basis where children are taught correct letter formation from EYFS through to Year 6 where children are expected to join their letters together. Children are encouraged to take pride in the presentation of their work and ensure their work is neat and legible.

We value parent partnerships, and we want our parents to support their children in developing their spelling, grammar and composition skills to enhance what the children are learning at school.

Implementation

Reading

The English curriculum at Thomas Arnold is progressive and focuses upon knowledge and skills detailed in the National Curriculum. Using the Power of Reading Scheme, we provide a high quality, book-based approach to English lessons, which ensures opportunities for discussions, reading comprehension and writing composition. Books are selected to peak the interests of all learners and are linked to our history and geography topics, as a part of our thematic approach. These diverse texts are carefully chosen and include a range of genres, text types and authors.

We use Pearson’s Guided Reading Scheme where pupils develop their vocabulary; consider a range of issues and deeper meanings in texts; develop comprehension skills and enjoyment of books. Children are read with regularly throughout the week by the class teacher and reading is modelled to children to demonstrate decoding and fluency skills. Within our guided reading lessons, we develop knowledge and understanding of six key reading skills, known as VIPERS (Vocabulary, Inference, Prediction, Explanation, Retrieval and Sequence or Summarise) method. When teaching reading and comprehension, activities are adapted for different abilities, so that all of our pupils can access the learning objective and be challenged. Our children visit the school library on a weekly basis, where they develop a love of reading for pleasure, as they select books of their choosing to read at home.

Teachers plan regular activities to develop speaking and listening skills through a range of drama-based activities, including: debates, hot seating and role plays. It is important that our children recognise reading as an integral part of daily life, rather than as a discrete lesson. For this reason, we create many opportunities to expose our children to the wonderfulness of reading and all it entails on a regular basis.

Phonics

Foundations for Phonics in EYFS begins with short daily sessions, where children are taught to listen to and make sounds. Children participate in rhyme time; begin to use initial sounds in words and use sound talk to practise blending words. They progress into learning the 44 taught phonemes required for reading and spelling working through the phases. In Year 1, children are introduced to a range of alternative ways of representing the same sound. They take home a reading book, pitched at the same level as their phonics knowledge, to practise reading read at home. Year 1 weekly spellings match their phonic learning.

Phonics in Reception and Year 1 is taught daily in 25-minute sessions, where children revise previous learning; are introduced to new sounds, tricky words and word blending. There are opportunities for reading and writing in each phonics lesson. As children move to Year 2 and beyond, pupils who continue to require support are supported through a phonic, catch-up interventions to close any gaps in their learning.

Writing

English lessons are taught daily across the school and to the whole class, which therefore allows all children to have access to the age-related skills and knowledge contained in the National Curriculum. Our English curriculum is based on CLPE’s The Power of Reading and uses high quality children’s literature as our ‘core texts’ for each term to develop both reading comprehension and writing composition. Children learn to write a range of different text types adapting their language and style for a range of contexts, purposes and audiences.

Our teachers model the writing process and demonstrate the high standards expected of all children. This clearly shows the children that effective writing takes time and effort, and how important the editing process is. Children are encouraged to edit their own work with green pens. Direct, clear feedback is given during writing lessons. We have a strong focus on language development for our children because we know that speaking and listening are crucial skills for reading and writing in all subjects. Early writing, spelling and phonics are taught following the Little Wandle phonic programme.

Our children are provided with opportunities to write across the wider curriculum to further develop writing skills within a variety of contexts, in lesson such as science, history, geography, PSHE and RE.

Presentation is incorporated into the success criteria and pupils have opportunities for practicing their handwriting, both in everyday tasks and stand-alone handwriting lessons.

Handwriting

Handwriting is taught using the Nelson Handwriting Scheme, this whole-school programme is designed to help all children develop a confident, legible and personal handwriting style. Handwriting is taught regularly and systematically, from EYFS and is continued throughout the school. Our teachers set high expectations in regard to the children’s presentation of work. Extra intervention support is provided where necessary.

Spelling and Grammar

Children are taught spelling weekly. Lessons include investigative spelling games and incorporate the use of dictionaries in the teaching of new spelling patterns, rules and irregularities.

Grammar skills are explicitly taught at the beginning of each English lesson. These activities have a clear focus and link to the writing genre being taught in the main English lesson, so children can apply their understanding.

Impact

Our English curriculum is clearly designed to develop the children’s skills as they progress through the school so that they have reached their full potential. Lessons are planned and structured to ensure progression of knowledge and skills in each lesson. Our Assessment Policy meets the needs of our pupils, parents, staff and curriculum. At Thomas Arnold, we use assessment to inform our planning and teaching in order provide the best possible education for each and every child. Through the teaching of systematic phonics, our aim is for children to become fluent readers by the end of Key Stage One. This way, children can focus on developing their fluency and comprehension as they move through the school.

English Progression of Skills – EYFS to Year 6

Phonics

Nursery
Autumn 1	Phonics is loosely taught through environmental and voice sounds, syllables, rhyme time and other practical activities in Autumn 1.	Autumn 2	Phase 2- s a t p i n Progression of Sounds- Children to hear the same initial sound for words and names of objects. Oral Blending- Children to blend CVC words using oral blending and objects- s-a-t /s-i-t /p-a-t /p-i-t /t-i-n /t-a-p /n-i-p /s-i-p
Spring 1	Phase 2- m d g o c k e Progression of Sounds- Children to identify the initial sound of words and names of objects. Children to distinguish different sound. Oral Blending- Children to blend a wider range of CVC words using oral blending- d-i-g /m-a-p /g-e-t /n-o-d /c-o-t /p-e-t /d-a-d /p-i-g /p-e-g /t-e-n	Spring 2	Phase 2- U r h b f l j Progression of Sounds- Children to identify the initial sound of words and names of objects. Children to articulate sounds correctly. Oral Blending- Children to blend a wider range of words using oral blending- m-u-m /r-a-n /h-u-g /b-i-g /f-a-n /r-u-b /h-o-t /l-e-g /l-i-p /j-o-g /j-i-g
Summer 1	Phase 2- v w y z qu ch Progression of Sounds- Children to identify the initial sound of words and names of objects. Children to articulate sounds correctly. Oral Blending- Teach children to blend a wider range of words using oral blending- y-e-s /m-e-ss /b-e-ll /w-e-t /w-a-g /s-a-d /h-i-ss /y-e-ll /r-i-ch /qu-i-t /z-a-p /b-u-zz.	Summer 2	Phase 2- ck x sh th ng nk Progression of Sounds- Children to identify the initial sound of words and names of objects. Oral Blending- Teach children to blend a wider range of words using oral blending- th-u-d/th-i-ng /r-u-sh /sh-u-t /s-o-ng /s-i-ng /p-e-ck /r-o-ck /b-a-ck/ f-i-x

Reception
Autumn	New GPC’s	New tricky words
Autumn	s a t p i n m d g o c k ck e u r h b f l ff ll ss j v w x y z zz qu ch sh th ng nk Words with –s /s/ added at the end (hats sits) Words ending in s /z/ (his) and with –s /z/ added at the end (bags sings)	is I the put* pull* full* as and has his her go no to into she push* he of we me be
Spring	ai ee igh oa oo oo ar or ur ow oi ear air er Words with double letters Longer words Review Phase 3 Words with double letters, longer words, words with two or more digraphs, words ending in –ing, compound words Words with s /z/ in the middle Words with –s /s/ /z/ at the end Words with –es /z/ at the end	was you they my by all are sure pure
Summer	Short vowels with adjacent consonants CVCC CCVC CCVCC CCCVC CCCVCC Longer words and compound words Words ending in sufxes: –ing, –ed /t/, –ed /id/ /ed/, –est Phase 3 long vowel graphemes with adjacent consonants CVCC CCVC CCCVC CCV CCVCC Words ending in sufxes: –ing, –ed /t/, –ed /id/ /ed/, –ed /d/ –er, –est Longer words	said so have like some come love do were here little says there when what one out today

Year 1
Autumn	New GPC’s	New tricky words
Autumn	Review Phase 3 and 4 Phase 5 /ai/ ay play /ow/ ou cloud /oi/ oy toy /ea/ ea each /ur/ ir bird /igh/ ie pie /oo/ /yoo/ ue blue rescue /yoo/ u unicorn /oa/ o go /igh/ i tiger /ai/ a paper /ee/ e he /ai/ a-e shake /igh/ i-e time /oa/ o-e home /oo/ /yoo/ u-e rude cute /ee/ e-e these /oo/ /yoo/ ew chew new /ee/ ie shield /or/ aw claw	Phases 2–4: the put* pull* full* push* to into I no go of he she we me be was you they all are my by sure pure said have like so do some come love were there little one when out what says here today their people oh your Mr Mrs Ms ask* could would should our house mouse water want
Spring	/ee/ y funny /e/ ea head /w/ wh wheel /oa/ oe ou toe shoulder /igh/ y fly /oa/ ow snow /j/ g giant /f/ ph phone /l/ le al apple metal /s/ c ice /v/ ve give /u/ o-e o ou some mother young /z/ se cheese /s/ se ce mouse fence /ee/ ey donkey /oo/ ui ou fruit soup /ur/ or word /oo/ u oul awful could /air/ are share /or/ au aur oor al author dinosaur floor walk /ch/ tch ture match adventure /ar/ al a half* father* /or/ a water schwa in longer words: different /o/ a want /air/ ear ere bear there /ur/ ear learn /r/ wr wrist /s/ st sc whistle science /c/ ch school /sh/ ch chef /z/ ze freeze schwa at the end of words: actor	any many again who whole where two school call different thought through friend work once laugh because eye
Summer	Summer 1: Phonics screening check review – no new GPCs or tricky words /ai/ eigh aigh ey ea eight straight grey break /n/ kn gn knee gnaw /m/ mb thumb /ear/ ere eer here deer /zh/ su si treasure vision /j/ dge bridge /i/ y crystal /j/ ge large /sh/ ti ssi si ci potion mission mansion delicious /or/ augh our oar ore daughter pour oar more	Summer 1: Phonics screening check review – no new GPCs or tricky words busy beautiful pretty hour move improve parents shoe

Year 2

Little Wandle does not move into year 2. The focus in year 2 is to ensure all NC is taught and to revisit and review difficult sounds from year 1. Phonic lessons will have a spelling and grammar focus. Teach spelling rules so that children know which grapheme to choose when writing. Children will not need a phonically decodable books once they can read an orange/turquoise book. However, reading should still begin with a phonic focus and phonemes highlighted.

Year 3-6

The Little Wandle Catch Up Programme is implemented in Years 3- 6 for pupils who still require phonics support. A rapid version of the phonetic sounds taught in Reception and Year 1 are taught to pupils who teachers identify as requiring further support to help them decode words for reading. Pupils who are New to English, SEND or did not meet the requirements for the Year 1 Phonics Screening Check may be placed in these Phonics interentions.

* depending on regional pronunciation

Reading- Core Texts

	Nursery
Autumn	Ten Little Fingers and Ten Little Toes by Mem Fox I Love my Mummy by Giles Andreae The Family Book by Todd Parr Where’s Lenny? By Ken Wilson-Max Lulu Loves the Library by Anna McQuinn Zeki Gets a Check Up by Anna Mc Quinn Peppa’s Diwali by Peppa Pig Cake by Sue Hendra and Paul Linnett Dear Santa by Rod Campbell
Spring	Goldilocks and the 3 Bears by Suzanna Davidson The Gingerbread Man The Three Billy Goats Gruff Three Little Pigs The Colour Monster by Anna Llenas Hello Friend by Rebecca Cobb Superworm by Julia Donaldson Supertato by Sue Hendra Emergency! By Margaret Mayo All Through the Night by Polly Faber and Harriet Hobday Amazing by Steve Antony
Summer	Jasper’s Beanstalk by Nick Butterworth and Mick Inkpen The Very Hungry Caterpillar by Eric Carle Bloom by Anna Booth Errol’s’ Garden by Gillian Hibbs The Gruffalo by Julia Donaldson We’re going on a Bear Hunt by Michael Rosen We’re Going on a Lion Hunt We’re Going on a Picnic by Pat Hutchins Handa’s Surprise by Eileen Browne Would you Rather by John Burningham

	Reception
Autumn	Owl Babies by Martin Waddell Three Little Pigs Oh no George! by Chris Haughton Super Duper You! by Sophie Henn Biscuit Bear by Mini Grey How to Catch a Star by Oliver Jeffers The Christmas Story Retold by Heather Amery Rama and Sita by Malachy Doyle
Spring	Chinese New Year by Nancy Dickman Ruby’s Chinese New Year by Vickie Lee There’s no Dragon in this Story by Lou Carter Dragon Post by Emma Yarlett Room on the Broom by Julia Donaldson Astro Girl by Ken Wilson-Max Easter Retold by Brian Wildsmith Zog by Julia Donaldson I’m Going to be a… Vet by Igloo Books I’m Going to be a… Career by Igloo Books I Want to be a Dentist by Dan Liebman I Want to be a Teacher by Becky Davies and Richard Merritt I Want to be a Doctor by Laura Driscoll and Catalina Echeverri
Summer	10 Things I can do to help my world by Melanie Walsh. What the Ladybird Heard by Julia Donaldson Alphonse, There’s Mud on the Ceiling by Daisy Hirst Clean Up by Nathan Bryon Naughty Bus by Jan Oke. Martha Maps it Out by Leigh Hodgkinson Emma Jane’s Aeroplane by Katie Haworth You Can’t Take an Elephant on the Bus by Patricia Cleveland Peck

	Year 1
Autumn	Owl Babies by Martin Waddell (F) The Snail and the Whale by Julia Donaldson (F) If All the World Were…by Joseph Coelho (F) 10 Things I can do to Help my World by Melanie Walsh (NF) The Robot and the Bluebird by David Lucas (F) The Bee Who Spoke by Al MacCuish (F)
Spring	Traction Man is Here – Mini Grey (F) The Teddy Robber by Ian Beck (F) That Rabbit Belongs to Emily Brown by Cressida Cowell & Neal Layton (F) Beegu by Alexis Deacon (F) Man on the Moon by Simon Bartram (F)
Summer	One Day on Our Blue Planet – in the Savannah by Ella Bailey (F) Zeraffa Giraffa by Dianne Hofmeyr (F) The Lonely Beast by Chris Judge(F) The Storm Whale by Benji Davies (F) Look at What I Found at the Seaside by Moria Butterfield and Jesus Verona (F)

	Year 2
Autumn	Yokki and the Parno Gry by Richard O’Neil (F) Grace and Family by Mary Hoffman and Caroline Binch (F) HerStory: 50 Women and Girls Who Shook the World by Katherine Halligan (NF) Poems to Perform by Julia Donaldson (NF)
Spring	Victorian Tales – The Twisted Tunnels (F) Victorians by DK (NF) The Big Book of the UK: Facts, folklore and fascinations from around the United Kingdom by Imogen Russell Williams (NF) Grandad’s Island by Benji Davies (F)
Summer	The Baker’s Boy and The Great fire by Tom Bradman(F) The Great Fire – Why do we Remember by Izzi Howell (NF) All about Orangutans by Tim Baber (NF) There’s an Rang Tan in my bedroom by James Sellick (F)

	Year 3
Autumn	Europe (Where on Earth?) by Vallepur and Shalini (NF) Libby and the Parisian Puzzle by Jo Clarke(NF) Flat Stanley and the Egyptian Grave Robbery by Sara Pennypacker (F) Meet the Ancient Egyptians by James Davies (NF)
Spring	Hot Like Fire and other poems by Valerie Bloom (F) World of Food by Sandra Lawrence (NF) The Iron Man by Ted Hughes (F) Non-fiction Stone Age to Iron Age by Clare Hibbert (NF)
Summer	The Tin Forest by Helen Ward and Wayne Anderson (F) The Great Kapok Tree by Lynne Cherry (F) Romans on the Rampage by Jeremy Strong (F) We Are the Romans: Meet the People Behind the History by David Long (NF)

	Year 4
Autumn	Christophe’s Story – Rwanda by Nicki Cornwell (F) The Boy at the Back of the Class by Onjali Q. Raúf (F) Arthur and the Golden Rope by Joe Todd-Stanton (F) Viking Voyagers by Jack Tite (NF)
Spring	Into the Volcano by Jess Butterworth (F) Extreme Earth by Jon Richards (NF) Queen of Freedom: Defending Jamaica by Catherine Johnson (F) Hear our Voices by Radhika Natarajan & Chao Tayiana (NF)
Summer	Do You Speak Chocolate? By Cas Lester (F) From Cocoa Bean to Chocolate by Robin Nelson (NF) My Chocolate Bar and Other Food by Helen Greathead (NF) Street Child by Berlie Doherty (F) How to be a Victorian in 16 easy steps by Scoular Anderson (NF)

	Year 5
Autumn	Journey to Jo’Burg By Beverley Naidoo (F) Long Walk to Freedom by Nelson Mandela (NF) A Midsummer Night’s Dream: Shakespeare Stories for Children By Andrew Matthews and William Shakespeare (F) The Tudors: Kings, Queens, Scribes and Ferrets! by Marcia Williams (NF)
Spring	Cosmic by Frank Cottrell Boyce (F) Survival in Space: The Apollo 13 Mission by David Long (NF) ICE TRAP! Shackleton’s Incredible Expedition by Meredith Hooper (F) Antarctica by Lucy Bowman (NF)
Summer	The Adventures of Odysseus by Hugh Lupton, Daniel Morden and Christina Balit (F) Visitor’s Guide to Ancient Greece by Lesley Sims (NF) Seasons of Splendour: Tales, Myths and Legends of India by Madhur Jaffrey and Michael Foreman (F) The History Detective Investigates: The Indus Valley by Claudia Martin (NF)

	Year 6
Autumn	Goodnight Mister Tom by Michelle Magorian (F) The Place for Me: Stories About the Windrush Generation by Dame Floella Benjamin (NF) Windrush Child by Benjamin Zephaniah (F)
Spring	Escape to the River Sea by Eva Ibbotson (F) Rainforest by Susie Brooks (NF) Amazon River by Sangma Francis (NF)
Summer	Macbeth by William Shakespeare (F) Why is Blood Red? By Why? Series (NF) The Titanic Detective Agency by Lindsay Littleson (F) Rescuing Titanic by Stephen Davies (NF)

Guided Reading

Grammar

	Year 1
Autumn	Finger spaces. Capital letters. Pronoun ’I’ Proper nouns Using ‘and’ to join clauses. Speech bubble Simple sentences. Oral composition. Simple Conjunctions	Question marks. Exclamation marks. Verbs, adjectives and nouns Pronoun ‘I’. Composition, using ‘and’ Simple Conjunctions
Spring	Question marks Full Stops. Pronoun ’I’ Singular & Plural Composition – Oral + Written story Adjectives, Similes Understanding 5-part story	Contractions Plural / Singular Tense Adjectives
Summer	Sequencing Sentence using ‘and’ Using prefix ’un’ Bullet points Similes	Adjectives, nouns and verbs Sentence Punctuation Purpose of punctuation

	Year 2
Autumn	Capital Letters Full Stops Questions Marks Exclamation Marks Form simple past tense by adding “-ed” Coordinating conjunctions to create a compound sentence Use third person with subject-verb agreement Write expanded noun phrases: determiner + adjective + noun and determiner + noun + prepositional phrase	Capital Letters Full Stops Questions Marks Exclamation Marks Compound nouns: noun + noun (football) adjective + noun (whiteboard) Using commas to separate lists Use determiners/ generalisers Use third person with subject-verb agreement Adding “-ly” to an adjective to make an adverb Alliteration (verb + noun)
Spring	Capital Letters Full Stops Questions Marks Exclamation Marks Suffixes − formation of adjectives by adding “-less”: Move from generic nouns to specific nouns, eg, “dog” to “terrier” Subordinate conjunctions to create a complex sentence Use first and third person with subject-verb agreement Use simple present tense	Capital Letters Full Stops Questions Marks Exclamation Marks Suffixes − formation of adjectives by adding “-ful” Similes Apostrophes of omission Speech in inverted commas – starting with a capital letter Use present continuous tense
Summer	Capital Letters Full Stops Questions Marks Exclamation Marks Suffixes − adding “-ness” and “-er” to form a noun Command, using the imperative form of a verb Temporal conjunctions: next, last, an hour later Use the prepositional phrases Onomatopoeia	Capital Letters Full Stops Questions Marks Exclamation Marks Suffixes − forming comparative and superlative adjectives by doubling the final letter and adding “-er” and “-est”: Use past continuous (progressive) tense

	Year 3
Autumn	Capital Letters Full Stops Questions Marks Exclamation Marks Commas Knowing when to use “a” and “an” Know that pronouns, nouns and proper nouns can all be the subject of a sentence Prepositions Pronouns Difference between the subject and object with the personal pronoun Specific/technical vocabulary to add detail	Capital Letters Full Stops Questions Marks Exclamation Marks Commas Compound sentences Inverted commas Verbs − Present perfect: “has/have” + past participle Expressing time, place and cause using conjunctions Identifying all the word classes of a simple sentence Formation of nouns using prefixes: Auto, anti, super, under
Spring	Capital Letters Full Stops Questions Marks Exclamation Marks Commas Powerful verbs The difference between a phrase and a clause Compound sentences Complex sentences Homophones and their meanings Expressing time, place and cause, using prepositions	Capital Letters Full Stops Questions Marks Exclamation Marks Commas Exaggerated language Expressing time, place and cause using Adverbs Use a comma after a fronted adverbial phrase, prepositional phrase or adverb ending in “-ly” Complex sentences Pronouns Possessive adjectives
Summer	Capital Letters Full Stops Questions Marks Exclamation Marks Commas Pattern of three for persuasion: Fun, Exciting, Adventurous Verbs − Past perfect: “had” + past participle To make the plural for nouns ending in “-ch”, “-sh”, “s”, “z” or “x” by adding “-es”	Capital Letters Full Stops Questions Marks Exclamation Marks Commas Irregular past tense verbs To make the plural for nouns with a single vowel Quantifiers Word families based on common words

	Year 4
Autumn	Repetition to persuade Powerful verbs Expanded noun phrases Informal and formal language Comparative and superlative adjectives Adjectives ending in “-ed”	Possessive apostrophes Powerful verbs Using inverted commas where the speech is preceded by the speaker Fronted adverbials Pronoun or the noun in sentences for cohesion and to avoid repetition Compound nouns using hyphens Capital letters for proper nouns
Spring	Plural nouns of words ending in “o Fronted adverbials Specific determiners Verbs − Modal verbs Starting a sentence with “-ing”, using a comma to demarcate the subordinate clause Compound sentences using all the coordinating conjunctions	Expanded noun phrases Possessive pronouns Verbs − Past perfect continuous: “had” + past participle + “-ing” Drop-in clause with an “-ing” verb Prefixes to give the antonym
Summer	Informal and formal language Know the difference between a preposition and an adverb Prepositions A sentence that gives three actions	Verbs ending in “y”: change the “y” to an “i” and add “-es” Plurals for nouns ending with a “y”: change the “y” to an “i” and add “-es”

	Year 5
Autumn	Embellishing simple sentences Relative clauses to add detail Relative pronouns Conjunctions to build cohesions: Verb prefixes Developing technical language	Modal verbs of possibility and obligation Brackets for parenthesis Colons for play scripts and to start a list Compound sentences Rhetorical questions Suffixes converting nouns or adjectives into verbs using “-ate”, “-ise” or “-ify” Developing technical language
Spring	Expanding phrases starting with an adjective and ending in “-ed” Complex sentences starting with a subordinate clause and separating the subordinate clause Speech in inverted commas Conjunctions to build cohesions Developing technical language Moving parts of sentences around to create different effects	Dashes/hyphens for parenthesis Metaphors Personification Future tenses Indefinite pronouns Fronted prepositional phrases for greater effect Editing sentences by either expanding or reducing for meaning and effect Developing technical language
Summer	Indicating degrees of possibility using adverbs Onomatopoeia Future tenses Conjunctions to build cohesions Developing technical language Secure use of compound sentences Linking ideas across paragraphs using adverbials of time (later), place (nearby) and sequence (secondly)	Commas for parenthesis Developing technical language Developing technical language Start a complex sentence with a subordinate clause and use a comma to separate the subordinate clause

	Year 6
Autumn	Informal and formal speech Simple sentences and how to embellish them Tense (past, present and future) Colon and bullet points Layout devices Synonyms Fronted adverbials Pronouns: relative and possessive Conjunctions to signpost and create cohesion	Modal verbs Auxiliary Verbs Repetition for effect Semicolons Rhetorical questions Relative clauses Hyphens for compound words Layout devices Antonym:using prefixes Complex sentences and subordinate conjunctions Conjunctions to signpost and create cohesion
Spring	Determiners and generalisers Inverted commas Ellipses Tense (past, present and future) Personification Similes Layout devices Synonyms Consolidating compound sentences and coordinating conjunctions Expanded noun phrases Conjunctions to signpost and create cohesion	Passive and active sentences Imperative verbs Subject and object of the sentence Alliteration Layout devices Combining complex and compound clauses to create a sentence Colons to mark the boundary between clauses: Conjunctions to signpost and create cohesion
Summer	Abstract nouns Layout devices Synonyms Metaphors Semicolons to demarcate within a list Dashes to mark the boundary between clauses	Layout devices Collective nouns

Spelling

	Year 1
Autumn	The sounds /f/, /l/, /s/, /z/ and /k/ spelt ff, ll, ss, zz and ck The /ŋ/ sound spelt n before k Division of words into syllables tch The /v/ sound at the end of words
Spring	Adding s and es to words (plural of nouns and the third person singular of verbs) Adding the endings –ing, –ed and –er to verbs where no change is needed to the root word Adding –er and –est to adjectives where no change is needed to the root word
Summer	New consonant spellings ph and wh Using k for the /k/ sound Adding the prefix –un Compound words
Spelling Common Exception Words	the, a, do, to, today, of, said, says, are, were, was, is, his, has, I, you, your, they, be, he, me, she, we, no, go, so, by, my, here, there, where, love, come, some, one, once, ask, friend, school, put, push, pull, full, house, our

	Year 2
Autumn	The /s/ sound spelt c before e, i and y The /r/ sound spelt wr at the beginning of words The /dʒ/ sound spelt as ge and dge at the end of words, and sometimes spelt as g elsewhere in words before e, i and y
Autumn	The /n/ sound spelt kn and (less often) gn at the beginning of words The /aɪ/ sound spelt –y at the end of words Homophones and near-homophones
Spring	The /l/ or /əl/ sound spelt –le at the end of words The /l/ or /əl/ sound spelt –el at the end of words The /l/ or /əl/ sound spelt –al at the end of words Words ending –il Words ending in –tion
Spring	The /ɔ:/ sound spelt a before l and ll The /ʌ/ sound spelt o The /ɒ/ sound spelt a after w and qu The /ɜ:/ sound spelt or after w The /ɔ:/ sound spelt ar after w The /i:/ sound spelt –ey
Summer	The /ʒ/ sound spelt s Adding –es to nouns and verbs ending in –y The suffixes –ment, –ness, –ful , –less and –ly Contractions The possessive apostrophe (singular nouns)
Summer	Adding –ed, –ing, –er and –est to a root word ending in –y with a consonant before it Adding the endings – ing, –ed, –er, –est and –y to words ending in –e with a consonant before it Adding –ing, –ed, –er, –est and –y to words of one syllable ending in a single consonant letter after a single vowel letter
Spelling Common Exception Words	door, floor, poor, because, find, kind, mind, behind, child, children, wild, climb, most, only, both, old, cold, gold, hold, told, every, everybody, even, great, break, steak, pretty, beautiful, after, fast, last, past, father, class, grass, pass, plant, path, bath, hour, move, prove, improve, sure, sugar, eye, could, should, would, who, whole, any, many, clothes, busy, people, water, again, half, money, Mr, Mrs, parents, Christmas

	Year 3
Autumn	Adding suffixes beginning with vowel letters to words of more than one syllable The /ɪ/ sound spelt y elsewhere than at the end of words The /ʌ/ sound spelt ou Adding More Prefixes The prefix in– can mean both ‘not’ and ‘in’/‘into’. Before a root word starting with l, in– becomes il Before a root word starting with m or p, in– becomes im–. Before a root word starting with r, in– becomes ir–. re– means ‘again’ or ‘back’. sub– means ‘under’. inter– means ‘between’ or ‘among’. super– means ‘above’. super–: anti– means ‘against’. auto– means ‘self’ or ‘own’
Spring	The suffix –ation The suffix –ly Words with endings sounding like /ʒə/ or /tʃə/ Endings which sound like /ʒən/ The suffix –ous Endings which sound like /ʃən/, spelt –tion, –sion, –ssion, –cian Words with the /k/ sound spelt ch (Greek in origin)
Summer	Words with the /ʃ/ 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) Words with the /eɪ/ sound spelt ei, eigh, or ey Possessive apostrophe with plural words Homophones and near-homophones
Spelling Common Exception Words	accident(ally), actual(ly), address, answer, appear, arrive, believe, bicycle, breath, breathe, build, busy/business, calendar, caught, centre, century, certain, circle, complete, consider, continue, decide, describe, different, difficult, disappear, early, earth, eight/eighth, enough, exercise, experience, experiment, extreme, famous, favourite, February, forward(s), fruit, grammar, group, guard, guide, heard, heart, height, history, imagine, increase, important, interest, island, knowledge, learn, length, library, material, medicine, mention, minute, natural, naughty, notice, occasion(ally), often, opposite, ordinary, particular, peculiar, perhaps, popular, position, possess(ion), possible, potatoes, pressure, probably, promise, purpose, quarter, question, recent, regular, reign, remember, sentence, separate, special, straight, strange, strength, suppose, surprise, therefore, though/although, thought, through, various, weight, woman/women

	Year 4
Autumn	Adding suffixes beginning with vowel letters to words of more than one syllable The /ɪ/ sound spelt y elsewhere than at the end of words The /ʌ/ sound spelt ou Adding More Prefixes The prefix in– can mean both ‘not’ and ‘in’/‘into’. Before a root word starting with l, in– becomes il Before a root word starting with m or p, in– becomes im–. Before a root word starting with r, in– becomes ir–. re– means ‘again’ or ‘back’. sub– means ‘under’. inter– means ‘between’ or ‘among’. super– means ‘above’. super–: anti– means ‘against’. auto– means ‘self’ or ‘own’
Spring	The suffix –ation The suffix –ly Words with endings sounding like /ʒə/ or /tʃə/ Endings which sound like /ʒən/ The suffix –ous Endings which sound like /ʃən/, spelt –tion, –sion, –ssion, –cian Words with the /k/ sound spelt ch (Greek in origin)
Summer	Words with the /ʃ/ 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) Words with the /eɪ/ sound spelt ei, eigh, or ey Possessive apostrophe with plural words Homophones and near-homophones
Spelling Common Exception Words	accident(ally), actual(ly), address, answer, appear, arrive, believe, bicycle, breath, breathe, build, busy/business, calendar, caught, centre, century, certain, circle, complete, consider, continue, decide, describe, different, difficult, disappear, early, earth, eight/eighth, enough, exercise, experience, experiment, extreme, famous, favourite, February, forward(s), fruit, grammar, group, guard, guide, heard, heart, height, history, imagine, increase, important, interest, island, knowledge, learn, length, library, material, medicine, mention, minute, natural, naughty, notice, occasion(ally), often, opposite, ordinary, particular, peculiar, perhaps, popular, position, possess(ion), possible, potatoes, pressure, probably, promise, purpose, quarter, question, recent, regular, reign, remember, sentence, separate, special, straight, strange, strength, suppose, surprise, therefore, though/although, thought, through, various, weight, woman/women

	Year 5
Autumn	Endings which sound like /əs/ ʃ spelt –cious or –tious Endings which sound like /ʃəl/ Words ending in –ant, –ance/–ancy, –ent, –ence/–ency Use of the hyphen Words containing the letter-string ough
Spring	Words ending in –able and –ible Words ending in –ably and –ibly Words with ‘silent’ letters Adding suffixes beginning with vowel letters to words ending in –fer
Summer	Homophones and other words that are often confused Words with the /i:/ sound spelt ei after c Homophones and other words that are often confused
Spelling Common Exception Words	Accommodate, accompany, according, achieve, aggressive, amateur, ancient, apparent, appreciate, attached, available, average, awkward, bargain, bruise, category, cemetery, committee, communicate, community, competition, conscience, conscious, controversy, convenience, correspond, criticise, curiosity, definite, desperate, determined, develop, dictionary, disastrous, embarrass, environment, equip, equipped, equipment, especially, exaggerate, excellent, existence, explanation, familiar, foreign, forty, frequently, government, guarantee, harass, hindrance, identity, immediate, immediately, individual, interfere, interrupt, language, leisure, lightning, marvellous, mischievous, muscle, necessary, neighbour, nuisance, occupy, occur, opportunity, parliament, persuade, physical, prejudice, privilege, profession, programme, pronunciation, queue, recognise, recommend, relevant, restaurant, rhyme, rhythm, sacrifice, secretary, shoulder, signature, sincere, sincerely, soldier, stomach, sufficient, suggest, symbol, system, temperature, thorough, twelfth, variety, vegetable, vehicle, yacht.

Endings which sound like /əs/ ʃ spelt –cious or –tious

Endings which sound like /ʃəl/

Words ending in –ant, –ance/–ancy, –ent, –ence/–ency

Use of the hyphen

Words containing the letter-string ough

	Year 6 – Revise Previous Spelling Rules from Year 3 & 4
Autumn	Endings which sound like /əs/ ʃ spelt –cious or –tious Endings which sound like /ʃəl/ Words ending in –ant, –ance/–ancy, –ent, –ence/–ency Use of the hyphen Words containing the letter-string ough
Spring	Words ending in –able and –ible Words ending in –ably and –ibly Words with ‘silent’ letters Adding suffixes beginning with vowel letters to words ending in –fer
Summer	Homophones and other words that are often confused Words with the /i:/ sound spelt ei after c Homophones and other words that are often confused
Spelling Common Exception Words	Accommodate, accompany, according, achieve, aggressive, amateur, ancient, apparent, appreciate, attached, available, average, awkward, bargain, bruise, category, cemetery, committee, communicate, community, competition, conscience, conscious, controversy, convenience, correspond, criticise, curiosity, definite, desperate, determined, develop, dictionary, disastrous, embarrass, environment, equip, equipped, equipment, especially, exaggerate, excellent, existence, explanation, familiar, foreign, forty, frequently, government, guarantee, harass, hindrance, identity, immediate, immediately, individual, interfere, interrupt, language, leisure, lightning, marvellous, mischievous, muscle, necessary, neighbour, nuisance, occupy, occur, opportunity, parliament, persuade, physical, prejudice, privilege, profession, programme, pronunciation, queue, recognise, recommend, relevant, restaurant, rhyme, rhythm, sacrifice, secretary, shoulder, signature, sincere, sincerely, soldier, stomach, sufficient, suggest, symbol, system, temperature, thorough, twelfth, variety, vegetable, vehicle, yacht.

Handwriting

Year 1

Children are taught how children should sit comfortably for writing.
How they should hold their pencil
How they should position their paper on the desk.
All of the lower-case and capital letters are taught, with clear and consistent instructions about how to start and finish letters. Letter formation is taught based on how letters are formed and children practise these in a cumulative manner.
The digits 0-9 are covered taught, with clear and consistent instructions about how to start and finish each digit.

	Year 2
	Revise the previously-learned joins with an emphasis on relative height. Children re-cap their learning of lower-case and capital letters and practise forming them with consistency. Children are given the opportunity to continue to practise using print letters, and are reminded that some letters are best left un-joined when next to other letters.

	Year 3 & 4
	Children continue to practise and develop their handwriting skills. The idea of writing with a slant is introduced for the first time. Nelson Handwriting provides practice in joining using diagonal and horizontal strokes as well as the ‘break letters’ that are best left un-joined. There is an emphasis on spacing letters consistently and on keeping ascenders and descenders in proportion.

	Year 5 & 6
	Continues to provide structured practice for the skills that have been developed so far. Children continue to practise the joins and the break letters, looking at consistency of sizing and spacing. Children to develop their own style of handwriting from a secure base, choosing their writing implement and style as appropriate to the occasion.

Writing

Nursery

Birth to Three- Specific Areas

Three and four- Years

Enjoy drawing freely. Add some marks to their drawings, which they give meaning to. For example: “That says mummy.”
Make marks on their picture to stand for their name.
Use some of their print and letter knowledge in their early writing. For example: writing a pretend shopping list that starts at the top of the page; writing ‘m’ for mummy.
Write some or all of their name.
Write some letters accurately.

Reception

Three and four- Years

Children in reception

Use some of their print and letter knowledge in their early writing. For example: writing a pretend shopping list that starts at the top of the page; writing ‘m’ for mummy.
Write some or all of their name.
Write some letters accurately.
Form lower-case and capital letters correctly.
Spell words by identifying the sounds and then writing the
sound with letter/s.
Write short sentences with words with known letter-sound
correspondences using a capital letter and full stop.
Re-read what they have written to check that it makes sense.

Early Learning Goals:

Write recognisable letters, most of which are correctly formed.
Spell words by identifying sounds in them and representing the sounds with a letter or letters.
Write simple phrases and sentences that can be read by others.

	Year 1
Transcription	Hold a pencil comfortably and correctly. Form most letters correctly, with some ascenders and descenders. Correctly form lower case letters from all letter families, starting and finishing in the correct place. Correctly form capital letters and the digits 0-9. Name and recite letters of the alphabet in order. Make plausible phonetic attempts at unknown words. Accurately spell a range of CVC, CVCC, CCVC and CCVCC words. Spell some high frequency words correctly. Use letter names to spell alternative sounds i.e. ay, ai, a_e.
Composition	Combine words to make written sentences. Say my sentences aloud before I write them. Generate my own ideas for writing. Write for a range of different purposes (genres). Structure my stories with a beginning, middle and end. Read back my writing to check it makes sense. Discuss and share my work with others including reading aloud.
Vocabulary, punctuation and grammar	Use finger spaces between my words. Use capital letters and full stops. Use a capital letter for names of people, places and days of the week. Use a capital letter for pronoun ‘I’ Use question marks and exclamation marks. Use conjunctions to extend my sentences. Use simple adjectives in my writing. Use simple plurals – s and- es Use the prefix un- Use the suffixes –ing -ed –er -est

	Year 2
Transcription	Make plausible phonic attempts at unknown words (within phase 5 and 6). Use alternative sounds to spell some words e.g.ai/ay/a_e and ow/oa/o_e. Spell most common high frequency words and NC spelling appendix. Spell some words with contracted forms e.g. can’t, I’m, didn’t, hasn’t, it’s, I’ll, couldn’t. Use a single/possessive apostrophe correctly e.g. the girl’s book. Add suffixes to spell longer words e.g. -ment, -ness, -ful, -less, -ly. Write a simple sentence dictated to me from memory using correct known punctuation and spelling. Write all letters with correct orientation. Form lower case and capital letters to the correct size relative to one another. Use some diagonal and horizontal joins correctly. Use appropriate spacing between words that reflects the size of the writing.
Composition	Write for different purposes, a narrative about a personal experience, fictional narrative, real events, and poetry. Verbalise my ideas for writing encapsulating what I want to say without support. Create a plan to support my writing e.g. writing down my ideas and key words. Evaluate and assess my own writing with a teacher/other pupils. Read my work and check it makes sense without support. Proof read to check for errors in spelling, grammar and punctuation with support. Read what I have written with appropriate intonation.
Vocabulary, punctuation and grammar	Use full stops correctly. Use capital letter at the start of a sentence. Use capital letter for names of people, places and days. Use exclamation marks. Use question marks. Ensure my work makes sense. Use commas in a list. Write sentences with different forms: statement, question, exclamation, command. Use expanded noun phrases to describe e.g. The beautiful, blue butterfly sat on a leaf. Write using the correct tense (present and past) most of the time. Use some subordination e.g. when, if, that, because. Use coordination e.g. or, and, but. Understand the grammatical terminology in English (noun, noun phrase, adjective, verb, adverb, compound, suffix, apostrophe, and comma).

	Year 3
Transcription	Know which homophone and near homophones to use in a sentence e.g. there/their/they’re, quite/quiet. Can recognise prefixes and use them to spell words correctly e.g. disappoint, misbehave, incorrect. Can recognise suffixes and use them to spell words correctly e.g. ing/ed/er/ation/ly. Can recognise and spell basic homophones e.g. pair/pear, loose/lose, wait/weight, rain/reign, to/two/too Spell words that are often misspelt by using taught spelling strategies. Place the possessive apostrophe in words with regular and irregular plurals Regular plural: e.g. girls’ boys’ animals’ Irregular plurals e.g. women’s sheep’s. Can use first two or three letters of a word to check its spelling in a dictionary. Able to write from memory simple sentences, dictated by the teacher. Can correctly form and join letters appropriately using ascenders and descenders with increased accuracy.
Composition	Can discuss genres of writing commenting on its structure, vocabulary and grammar. Can discuss, record and plan ideas in note or pictorial form e.g. using a spidergram, flowchart or timeline. In narrative pieces can create settings, characters and plot. In non-narrative pieces can use simple organisational devices e.g. headings and sub-headings. Can evaluate and edit work by offering and suggesting improvements. Can propose changes to grammar and vocabulary to improve consistency. Can proof-read for spelling and punctuation errors. Can read aloud their own work using appropriate intonation and volume.
Vocabulary, punctuation and grammar	Can create sentences with more than one clause using when, if, because and although. More consistent use of tenses such as past tense for narrative/present tense for instructions. Use nouns and pronouns appropriately to avoid repetition and improve cohesion. Use conjunctions, adverbs and prepositions to describe the passing of time e.g. meanwhile/after that/much later on. Can use and understand the grammatical terminology when discussing literature e.g. adjective, noun, verbs, suffixes, prefixes, root. Can use and punctuate direct speech.

	Year 4
Transcription	Accurate spelling of the common taught words. Reasonable attempt at spelling unfamiliar words. Use the first two/three letters of a word to check spelling in dictionary. Recognise and use prefixes- un, dis, in, ir, re, sub, inter, super, anti. Recognise and use suffixes- ation, ly, le, er, sure, ture, sion, ous, tion, cian. Place the possessive apostrophe accurately in words with regular plurals and irregular plurals. Pupil can distinguish between further homophones and near homophones. Write from memory simple sentences, dictated by the teacher. Pupil handwriting is legible and joined.
Composition	Plan a range of genres using appropriate language and structural features. Use a range of sentence types (Simple, compound and complex). Use and link paragraphs across a piece of writing. Experimenting with ambitious vocabulary to describe characters, setting and atmosphere. Use the formal/informal tone where appropriate writing. Able to evaluate make relevant improvements to writing. Perform their own compositions.
Vocabulary, punctuation and grammar	Use a range of conjunctions e.g. when, if, because, although. Consistent use of tenses. Use nouns/pronouns for cohesion in writing to maintain viewpoint. Use adverbs and prepositions to show time and cause. Use fronted adverbials. Use appropriate determiners. Able to use apostrophes to show possession/plural nouns. Accurate in use of capitals, commas in lists, exclamation marks, question mark and inverted commas. Identify word classes within a sentence.

	Year 5
Transcription	Accurate spelling of common words and taught words. Reasonable attempt at unfamiliar words. Distinguishes and correctly spells homophones. Uses knowledge of spelling patterns to spell unfamiliar words. Can spell words that use prefixes and suffixes. Can navigate a dictionary. Handwriting is consistent, fluent and legible.
Composition	Able to identify audience and general purpose of writing. Use notes and research to develop initial ideas when planning for writing. Improves writing by proof-reading and editing. Emulate the style of a studied author. Use suitable writing model to support their writing. Use key features of taught genres. Use detailed description to portray characters, setting and atmosphere. Use paragraphs to organise the content of the writing. Writing links ideas within and across paragraphs. Writing flows and make sense. Writing engages reader’s thoughts and evokes feelings. A range of sentence types and lengths used effectively throughout the writing. Attempts to engage the readers thoughts and feelings. Clear beginning, middle and end. Balanced use of dialogue to develop plot. Uses conjunctions to link sentences and paragraphs. Uses appropriate informal / formal tone.
Vocabulary, punctuation and grammar	Experimenting with new vocabulary, with some success. Range of punctuation used with some accuracy. Tenses throughout the writing are usually correct. Experimenting with similes and metaphors. Generally subject-verb agreement is correct. Uses prepositions. Identifies word classes within a sentence. Adjectives are used to expand nouns. Modal verbs are used to indicate degrees of possibility. Adverbs are used to expand verbs. Who, which, where, when, whose, that, with are used to create relative clauses. Consistent use of full stops, capital letters, brackets, exclamation marks and question marks. Commas used in lists, to add extra information and to separate clauses. Apostrophes used for contractions, omissions and determiner. Speech marks generally used correctly to punctuate dialogue. Uses a thesaurus to introduce varied and precise vocabulary.

	Year 6
Transcription	Accurate spelling of common, taught and common exception words. Plausible strategies used to spell unfamiliar words. Distinguishes and correctly spells homophones. A dictionary used to check word meaning and accuracy of spelling. Handwriting is consistent, fluent and legible and maintained when writing at speed.
Composition	Purpose and viewpoint are maintained throughout a piece of writing. Planning informs writing. Writing is improved through independent proof reading and edited throughout the process. The style of a studied author is emulated. Key features of taught genres are employed. Description of settings, characters and plot used to create atmosphere. Paragraphs used to organise the content of the writing. Paragraphs link ideas and writing flows cohesively. A wide range of sentence types used. Dialogue integrated to convey character and advance the action. Writing engages reader’s thoughts and evokes feelings. Appropriate informal / formal tone maintained throughout a piece of writing. Passive voice used to affect presentation of information. A range of clauses used in varied positions within a sentence.
Vocabulary, punctuation and grammar	Appropriate vocabulary chosen for specific genre in order to create effect. A wide range of punctuation used for effect with increasing accuracy. Tenses maintained throughout the writing. Figurative language used for effect, including personification, similes, metaphors, alliteration etc. Subject – Verb agreement correct. Modal verbs used to indicate degrees of possibility. Commas used to add extra information and to separate clauses as well as within lists. Apostrophes used correctly for contraction and possession. Semi-colons, dashes, colons and hyphens used. Dialogue punctuated and set out accurately. A thesaurus used to select and experiment with new vocabulary.

Autumn Spring Summer