Month Curriculum Strand Learning Objective Topic/Unit Activities/Teaching Approach Assessment Task Competence Major/Minor Values + My

Identity Themes from January

September - Speaking and listening

- Draw inferences

- Role play characters

- Read with fluency, intonation, expression

- Plan an explanation

- Write an explanation

- Improve and edit writing

- To write name and address using correct punctuation for proper nouns.

- To write a postcard.

- To plan ideas, drafts, re-drafted letters etc.

- To use the correct punctuation to write a sentence.

- To write a new story about friendship.

- Reading Fiction - Writing fiction - Reading and

writing non-fiction

- Postcards from a holiday destination – time words to order events of holiday.

- Letters (friendly letter, letter of apology etc.) – coordinating/subordinating conjunctions.

- Email to a friend in another country.

- Twitter tweet from a holiday destination.

- Explanation of your family - Comparing your family to

an animal’s family - Role play agony aunt and

molly. - Grammar: capital letters

- To write a postcard, letter, email independently.

- Daily: class twitter account on literacy WW – tweet what you have learned this lesson.

- Summative: letter writing response.

- Write an explanation of a frog’s life cycle

Independent learning, Digital Competence, Cultural Awareness

Curriculum Map – English Year 2 (KS1)

- Connect and explore the central theme of family relationships in Sister for Sale

- Explore character’s feelings

- Look at how thoughts and dialogue are used to show character’s feelings

October - Speaking and listening

- Playfully explore language choices

- Perform poems trough dance, drama, art

- Evaluate performances

- Draw inferences

- Plan a poem - Write a poem

- To read and enjoy listening to poems.

- To participate in performing a poem.

- To extend the poem using own ideas.

- To recognise simple repetition language.

- To invent my own poem.

- Reading and writing non-fiction

- Poetry

- Rhyming words/strings, rhyming sentences, rhyming couplets.

- Acrostic poetry - Grammar: question marks,

suffixes (-ful, -less)

- To read and write various poems.

- Daily: pupil self-assessment against success criteria.

Creativity, Independent learning, Self-confidence, Communication

- Improve and edit writing

- Explore poetic techniques

- Explore the form and shape of poems

- Perform a poem, using emphasis and creating meaning

- To write a poem describing a new sea creature

November - Plan a poem - Write a poem - Improve and

edit writing - Poetry – What

could that be in the Foggy Foggy Forest?

- To invent my own poem.

- Perform a poem, using emphasis and intonation.

- To identify

features of non-chronological reports.

- To discuss and answer questions about a report text.

- Poetry - Non-

chronological texts

- Little Explorers

- Write own Limericks - Unseen poetry - Journey to the deep - Non-chronological reports

e.g. Rainforests – using subheadings.

- Repetition in poetry. - Questions, rhyming

words/couplets.

- To read and write various poems.

- To write a non-

chronological report.

- Daily: pupil

self-assessment against success criteria.

Creativity, Independent learning, Self-confidence, Communication

- To understand that pronouns take the place of nouns.

- To proof read their writing.

- To edit and redraft as necessary.

- Grammar: commas in lists,

suffixes (-ing, -er, -est)

December - Explore characters, issues and dilemmas.

- Improvise dialogue between key characters

- Writing own short playscripts, using features explored earlier.

- To write a conversation between me and my friend.

- To understand how a character is created using description, stage directions and speech.

- To use a range of voices.

- To recognise the use of speech marks, commas, full stops and capital letters in dialogue.

- Playscript

writing

- Persuasive writing

- Produce a TV advert on how to live a healthy lifestyle (what to do/avoid), exercise, how to look after your teeth etc.

- To build a character - To build a setting - To write a short playscript. - Grammar: sentences with

different forms (exclamation and command). Adjectives, nuns and noun phrases.

- To write a play script.

- Daily: pupil self-assessment against success criteria.

- Summative: play script of a well-known tale.

Team work/Collaboration, Self-direction/Initiative, Independent learning

- To find powerful verb alternatives for ‘said’ in dialogues.

- To plan a play script, working in a small group.

January - Read with fluency, intonation and expression

- Act out main parts of the story

- Hot seat characters

- Evaluate performances

- Speaking and Listening

- Pose questions - Make

inferences

- To improvise and act out actions and scenes from a traditional tale.

- To write ideas from a familiar story to write own imaginative version.

- To invent new ideas based on a story.

- - Traditional Tales -

- - Play script writing – Jack and the Beanstalk puppet show.

- - Re-writing the ending of the story.

- - Write own stories “Inside the Plant”.

- Grammar: conjunctions for co-ordination

- - To write a story/play script.

- Daily: pupil self-assessment against success criteria.

Self-confidence, Creativity, Citizenship/Cultural Awareness, Problem solving My Identity theme : My Values

February - Evaluating information

- Presenting information

- To identify instructions in a familiar text.

- Instruction Writing

- Make a healthy sandwich and write instructions.

- Create a set of rules for a new game.

- To write a set of instructions.

- Daily: pupil self-

Creativity Leadership Problem solving

- Sequencing information

- Giving instructions

- Speaking and listening

- To copy simple instructions.

- To identify imperative verbs (bossy verbs) in a text.

- To create an instruction from a statement by changing the verb to a ‘bossy’ verb.

- To write a sequence of instructions.

- Give directions to find treasure marked on a map.

- Give instructions to a certain location.

- Create an instruction booklet on how to catch a dragon.

- Write instructions on how to make a cup of tea.

- Grammar: adverbs

assessment against success criteria.

My Identity theme : My Language

March - Evaluating information

- Speaking and listening

- Making a plan

- Gathering information

- Writing accurately

- To understand what a verb is and replace ‘boring’ verbs with powerful ones.

- To hot seat characters from Dubai.

- Newspaper Reports

- Reporting on the construction of the Burj Khalifa.

- Grammar: revision of

capitals, commas, full stops.

- To write a newspaper report.

- Daily: pupil self-assessment against success criteria.

- Summative: newspaper reports.

Collaboration, creativity My Identity theme : My Community

- To begin to understand how to write in the past tense.

- To understand what an adverb is and how they can be used to modify an adjective or a noun.

- To write up a newspaper recount using features of recount writing and direct speech.

April - Formal and informal language

- Speak and listen

- To read and enjoy listening to a story.

- Stories in familiar settings (stories from around the

- Using stories/traditional tales from other cultures.

- To write a story.

- Daily: pupil self-assessment

Critical thinking, creativity My Identity theme : My Culture

- Analysing and discussing

- To improvise and act out scenes from a story.

- To expand noun phrases to add description.

- To retell a story and use a story map to aid retelling.

- To explore features of information texts.

- To recount the events of the Great Fire of London.

- To plan, write, improve a draft etc.

-

world stimulus).

- Communication

- Timeline – ordering main events

- Comprehension – when, how, who, why etc.

- Recount of the events.

- Grammar: conjunctions, apostrophes for contractions,

against success criteria.

- Peer assessment

May - Sci-fi - Characters and

setting - Reading aloud - Discussing and

recording ideas - Discussion

texts - Evaluating

- To create a character profile using adjectives and nouns.

- To use imagination to write description.

- Plan a dragon story with a beginning, middle and end.

- To sequence sentences into a narrative.

- Fantasy Stories - Information

texts

- Writing dragon stories. - Stimulus: St George and

the Dragon, The Helpful Dragon etc – making predictions.

- Character profiling – adjectives, description.

- Similes. - Grammar: verb tenses,

tenses in texts

- To write a story. - Daily: pupil

self-assessment against success criteria.

- Summative: story writing.

Citizenship, self confidence My Identity theme : My Citizenship

June - Exams/ revision

- My identity : My History

Spoken language listen and respond appropriately to adults and their peers ask relevant questions to extend their understanding and knowledge use relevant strategies to build their vocabulary articulate and justify answers, arguments and opinions give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas speak audibly and fluently with an increasing command of Standard English participate in discussions, presentations, performances, role play, improvisations and debates gain, maintain and monitor the interest of the listener(s) consider and evaluate different viewpoints, attending to and building on the contributions of others select and use appropriate registers for effective communication.

Writing – transcription Pupils should be taught to: spell by: segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly learning new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common homophones learning to spell common exception words learning to spell more words with contracted forms learning the possessive apostrophe (singular) [for example, the girl’s book] distinguishing between homophones and near-homophones add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly English 31 Statutory requirements apply spelling rules and guidance, as listed in English Appendix 1 write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far.

Spelling - dge sound e.g. badge, edge, bridge, dodge, fudge age, huge,

change, charge, bulge, village gem, giant, magic, giraffe, energy jacket, jar, jog, join, adjust.

- /s/ sound spelt c before e, i and y e.g. race, ice, cell, city, fancy

- kn/gn at beginning of words e.g knock, know, knee, gnat, gnaw

- r sound spelt wr e.g. write, written, wrote, wrong, wrap - /l/ or /əl/ sound spelt –le at the end of words e.g. table,

apple, bottle, little, middle - /l/ or /əl/ sound spelt –el at the end of words e.g. - camel,

tunnel, squirrel, travel, towel, tinsel - /l/ or /əl/ sound spelt –al at the end of words e.g. metal,

pedal, capital, hospital, animal - Words ending –il e.g. pencil, fossil, nostril - The /aɪ/ sound spelt –y at the end of words e.g cry, fly, dry,

try, reply, July - Adding –es to nouns and verbs ending in –y e.g. flies, tries,

replies, copies, babies, carries - Adding –ed, –ing, –er and –est to a root word ending in –y

with a consonant before it e.g. copied, copier, happier, happiest, cried, replied …but copying, crying, replying

- Adding the endings – ing, –ed, –er, –est and –y to words ending in –e with a consonant before it e.g hiking, hiked, hiker, nicer, nicest, shiny

- Adding –ing, –ed, –er, –est and –y to words of one syllable ending in a single consonant letter after a single vowel letter e.g patting, patted, humming, hummed, dropping, dropped, sadder, saddest, fatter, fattest, runner, runny

Word reading Pupils should be taught to: continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes read accurately words of two or more syllables that contain the same graphemes as above read words containing common suffixes read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation re-read these books to build up their fluency and confidence in word reading.

Writing – composition develop positive attitudes towards and stamina for writing by: writing narratives about personal experiences and those of others (real and fictional) writing about real events writing poetry writing for different purposes consider what they are going to write before beginning by: planning or saying out loud what they are going to write about writing down ideas and/or key words, including new vocabulary encapsulating what they want to say, sentence by sentence make simple additions, revisions and corrections to their own writing by: evaluating their writing with the teacher and other pupils re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form proof-reading to check for errors in spelling, grammar and punctuation

- The /ɔ:/ sound spelt a before l and ll e.g all, ball, call, walk, talk, always

- The /ʌ/ sound spelt o e.g other, mother, brother, nothing, Monday

- The /i:/ sound spelt –ey e.g key, donkey, monkey, chimney, valley

- The /ɒ/ sound spelt a after w and qu e.g. want, watch, wander, quantity, squash

- The /ɜ:/ sound spelt or after w e.g. word, work, worm, world, worth

- The /ɔ:/ sound spelt ar after w e.g. war, warm, towards - The /ʒ/ sound spelt s e.g. television, treasure, usual - The suffixes –ment, –ness, –ful , –less and –ly e.g. enjoyment,

sadness, careful, playful, hopeless, plainness (plain + ness), badly merriment, happiness, plentiful, penniless, happily

- Contractions e.g. can’t, didn’t, hasn’t, couldn’t, it’s, I’ll - The possessive apostrophe (singular nouns) e.g. Megan’s,

Ravi’s, the girl’s, the child’s, the man’s - Words ending in –tion e.g. station, fiction, motion, national,

section - Homophones and near-homophones e.g. there/their/they’re,

here/hear, quite/quiet, see/sea, bare/bear, one/won, sun/son, to/too/two, be/bee, blue/blew, night/knight

- Common exception words e.g. 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,

Comprehension develop pleasure in reading, motivation to read, vocabulary and understanding by: listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently discussing the sequence of events in books and how items of information are related becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales being introduced to non-fiction books that are structured in different ways recognising simple recurring literary language in stories and poetry discussing and clarifying the meanings of words, linking new meanings to known vocabulary discussing their favourite words and phrases continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some,

[for example, ends of sentences punctuated correctly] read aloud what they have written with appropriate intonation to make the meaning clear.

any, many, clothes, busy, people, water, again, half, money, Mr, Mrs, parents

Handwriting Pupils should be taught to: form lower-case letters of the correct size relative to one another 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 write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters use spacing between words that reflects the size of the letters.

with appropriate intonation to make the meaning clear understand both the books that they can already read accurately and fluently and those that they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher checking that the text makes sense to them as they read and correcting inaccurate reading making inferences on the basis of what is being said and done answering and asking questions predicting what might happen on the basis of what has been read so far participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.

Curriculum Map – English Year 2 (KS1) Month Curriculum Strand Learning Objective Topic/Unit Activities/Teaching Approach Assessment Task Competence

Major/Minor Values + My

Identity Themes from January

September - Speaking and listening

- Draw inferences

- Role play characters

- Read with fluency, intonation, expression

- Plan an explanation

- Write an explanation

- Improve and edit writing

- To write name and address using correct punctuation for proper nouns.

- To write a postcard.

- To plan ideas, drafts, re-drafted letters etc.

- To use the correct punctuation to write a sentence.

- To write a new story about friendship.

- Reading Fiction - Writing fiction - Reading and

writing non-fiction

- Postcards from a holiday destination – time words to order events of holiday.

- Letters (friendly letter, letter of apology etc.) – coordinating/subordinating conjunctions.

- Email to a friend in another country.

- Twitter tweet from a holiday destination.

- Explanation of your family - Comparing your family to

an animal’s family - Role play agony aunt and

molly. - Grammar: capital letters

- To write a postcard, letter, email independently.

- Daily: class twitter account on literacy WW – tweet what you have learned this lesson.

- Summative: letter writing response.

- Write an explanation of a frog’s life cycle

Independent learning, Digital Competence, Cultural Awareness

- Connect and explore the central theme of family relationships in Sister for Sale

- Explore character’s feelings

- Look at how thoughts and dialogue are used to show character’s feelings

October - Speaking and listening

- Playfully explore language choices

- Perform poems trough dance, drama, art

- Evaluate performances

- Draw inferences

- Plan a poem - Write a poem

- To read and enjoy listening to poems.

- To participate in performing a poem.

- To extend the poem using own ideas.

- To recognise simple repetition language.

- To invent my own poem.

- Reading and writing non-fiction

- Poetry

- Rhyming words/strings, rhyming sentences, rhyming couplets.

- Acrostic poetry - Grammar: question marks,

suffixes (-ful, -less)

- To read and write various poems.

- Daily: pupil self-assessment against success criteria.

Creativity, Independent learning, Self-confidence, Communication

- Improve and edit writing

- Explore poetic techniques

- Explore the form and shape of poems

- Perform a poem, using emphasis and creating meaning

- To write a poem describing a new sea creature

November - Plan a poem - Write a poem - Improve and

edit writing - Poetry – What

could that be in the Foggy Foggy Forest?

- To invent my own poem.

- Perform a poem, using emphasis and intonation.

- To identify

features of non-chronological reports.

- To discuss and answer questions about a report text.

- Poetry - Non-

chronological texts

- Little Explorers

- Write own Limericks - Unseen poetry - Journey to the deep - Non-chronological reports

e.g. Rainforests – using subheadings.

- Repetition in poetry. - Questions, rhyming

words/couplets.

- To read and write various poems.

- To write a non-

chronological report.

- Daily: pupil

self-assessment against success criteria.

Creativity, Independent learning, Self-confidence, Communication

- To understand that pronouns take the place of nouns.

- To proof read their writing.

- To edit and redraft as necessary.

- Grammar: commas in lists,

suffixes (-ing, -er, -est)

December - Explore characters, issues and dilemmas.

- Improvise dialogue between key characters

- Writing own short playscripts, using features explored earlier.

- To write a conversation between me and my friend.

- To understand how a character is created using description, stage directions and speech.

- To use a range of voices.

- To recognise the use of speech marks, commas, full stops and capital letters in dialogue.

- Playscript

writing

- Persuasive writing

- Produce a TV advert on how to live a healthy lifestyle (what to do/avoid), exercise, how to look after your teeth etc.

- To build a character - To build a setting - To write a short playscript. - Grammar: sentences with

different forms (exclamation and command). Adjectives, nuns and noun phrases.

- To write a play script.

- Daily: pupil self-assessment against success criteria.

- Summative: play script of a well-known tale.

Team work/Collaboration, Self-direction/Initiative, Independent learning

- To find powerful verb alternatives for ‘said’ in dialogues.

- To plan a play script, working in a small group.

January - Read with fluency, intonation and expression

- Act out main parts of the story

- Hot seat characters

- Evaluate performances

- Speaking and Listening

- Pose questions - Make

inferences

- To improvise and act out actions and scenes from a traditional tale.

- To write ideas from a familiar story to write own imaginative version.

- To invent new ideas based on a story.

- - Traditional Tales -

- - Play script writing – Jack and the Beanstalk puppet show.

- - Re-writing the ending of the story.

- - Write own stories “Inside the Plant”.

- Grammar: conjunctions for co-ordination

- - To write a story/play script.

- Daily: pupil self-assessment against success criteria.

Self-confidence, Creativity, Citizenship/Cultural Awareness, Problem solving My Identity theme : My Values

February - Evaluating information

- Presenting information

- To identify instructions in a familiar text.

- Instruction Writing

- Make a healthy sandwich and write instructions.

- Create a set of rules for a new game.

- To write a set of instructions.

- Daily: pupil self-

Creativity Leadership Problem solving

- Sequencing information

- Giving instructions

- Speaking and listening

- To copy simple instructions.

- To identify imperative verbs (bossy verbs) in a text.

- To create an instruction from a statement by changing the verb to a ‘bossy’ verb.

- To write a sequence of instructions.

- Give directions to find treasure marked on a map.

- Give instructions to a certain location.

- Create an instruction booklet on how to catch a dragon.

- Write instructions on how to make a cup of tea.

- Grammar: adverbs

assessment against success criteria.

My Identity theme : My Language

March - Evaluating information

- Speaking and listening

- Making a plan

- Gathering information

- Writing accurately

- To understand what a verb is and replace ‘boring’ verbs with powerful ones.

- To hot seat characters from Dubai.

- Newspaper Reports

- Reporting on the construction of the Burj Khalifa.

- Grammar: revision of

capitals, commas, full stops.

- To write a newspaper report.

- Daily: pupil self-assessment against success criteria.

- Summative: newspaper reports.

Collaboration, creativity My Identity theme : My Community

- To begin to understand how to write in the past tense.

- To understand what an adverb is and how they can be used to modify an adjective or a noun.

- To write up a newspaper recount using features of recount writing and direct speech.

April - Formal and informal language

- Speak and listen

- To read and enjoy listening to a story.

- Stories in familiar settings (stories from around the

- Using stories/traditional tales from other cultures.

- To write a story.

- Daily: pupil self-assessment

Critical thinking, creativity My Identity theme : My Culture

- Analysing and discussing

- To improvise and act out scenes from a story.

- To expand noun phrases to add description.

- To retell a story and use a story map to aid retelling.

- To explore features of information texts.

- To recount the events of the Great Fire of London.

- To plan, write, improve a draft etc.

-

world stimulus).

- Communication

- Timeline – ordering main events

- Comprehension – when, how, who, why etc.

- Recount of the events.

- Grammar: conjunctions, apostrophes for contractions,

against success criteria.

- Peer assessment

May - Sci-fi - Characters and

setting - Reading aloud - Discussing and

recording ideas - Discussion

texts - Evaluating

- To create a character profile using adjectives and nouns.

- To use imagination to write description.

- Plan a dragon story with a beginning, middle and end.

- To sequence sentences into a narrative.

- Fantasy Stories - Information

texts

- Writing dragon stories. - Stimulus: St George and

the Dragon, The Helpful Dragon etc – making predictions.

- Character profiling – adjectives, description.

- Similes. - Grammar: verb tenses,

tenses in texts

- To write a story. - Daily: pupil

self-assessment against success criteria.

- Summative: story writing.

Citizenship, self confidence My Identity theme : My Citizenship

June - Exams/ revision

- My identity : My History

Spoken language listen and respond appropriately to adults and their peers ask relevant questions to extend their understanding and knowledge use relevant strategies to build their vocabulary articulate and justify answers, arguments and opinions give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas speak audibly and fluently with an increasing command of Standard English participate in discussions, presentations, performances, role play, improvisations and debates gain, maintain and monitor the interest of the listener(s) consider and evaluate different viewpoints, attending to and building on the contributions of others select and use appropriate registers for effective communication.

Writing – transcription Pupils should be taught to: spell by: segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly learning new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common homophones learning to spell common exception words learning to spell more words with contracted forms learning the possessive apostrophe (singular) [for example, the girl’s book] distinguishing between homophones and near-homophones add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly English 31 Statutory requirements apply spelling rules and guidance, as listed in English Appendix 1 write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far.

Spelling - dge sound e.g. badge, edge, bridge, dodge, fudge age,

huge, change, charge, bulge, village gem, giant, magic, giraffe, energy jacket, jar, jog, join, adjust.

- /s/ sound spelt c before e, i and y e.g. race, ice, cell, city, fancy

- kn/gn at beginning of words e.g knock, know, knee, gnat, gnaw

- r sound spelt wr e.g. write, written, wrote, wrong, wrap - /l/ or /əl/ sound spelt –le at the end of words e.g. table,

apple, bottle, little, middle - /l/ or /əl/ sound spelt –el at the end of words e.g. - camel,

tunnel, squirrel, travel, towel, tinsel - /l/ or /əl/ sound spelt –al at the end of words e.g. metal,

pedal, capital, hospital, animal - Words ending –il e.g. pencil, fossil, nostril - The /aɪ/ sound spelt –y at the end of words e.g cry, fly, dry,

try, reply, July - Adding –es to nouns and verbs ending in –y e.g. flies, tries,

replies, copies, babies, carries - Adding –ed, –ing, –er and –est to a root word ending in –y

with a consonant before it e.g. copied, copier, happier, happiest, cried, replied …but copying, crying, replying

- Adding the endings – ing, –ed, –er, –est and –y to words ending in –e with a consonant before it e.g hiking, hiked, hiker, nicer, nicest, shiny

- Adding –ing, –ed, –er, –est and –y to words of one syllable ending in a single consonant letter after a single vowel letter e.g patting, patted, humming, hummed, dropping, dropped, sadder, saddest, fatter, fattest, runner, runny

Word reading Pupils should be taught to: continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes read accurately words of two or more syllables that contain the same graphemes as above read words containing common suffixes read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation re-read these books to build up their fluency and confidence in word reading. Comprehension

Writing – composition develop positive attitudes towards and stamina for writing by: writing narratives about personal experiences and those of others (real and fictional) writing about real events writing poetry writing for different purposes consider what they are going to write before beginning by: planning or saying out loud what they are going to write about writing down ideas and/or key words, including new vocabulary encapsulating what they want to say, sentence by sentence make simple additions, revisions and corrections to their own writing by: evaluating their writing with the teacher and other pupils re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences

- The /ɔ:/ sound spelt a before l and ll e.g all, ball, call, walk, talk, always

- The /ʌ/ sound spelt o e.g other, mother, brother, nothing, Monday

- The /i:/ sound spelt –ey e.g key, donkey, monkey, chimney, valley

- The /ɒ/ sound spelt a after w and qu e.g. want, watch, wander, quantity, squash

- The /ɜ:/ sound spelt or after w e.g. word, work, worm, world, worth

- The /ɔ:/ sound spelt ar after w e.g. war, warm, towards - The /ʒ/ sound spelt s e.g. television, treasure, usual - The suffixes –ment, –ness, –ful , –less and –ly e.g.

enjoyment, sadness, careful, playful, hopeless, plainness (plain + ness), badly merriment, happiness, plentiful, penniless, happily

- Contractions e.g. can’t, didn’t, hasn’t, couldn’t, it’s, I’ll - The possessive apostrophe (singular nouns) e.g. Megan’s,

Ravi’s, the girl’s, the child’s, the man’s - Words ending in –tion e.g. station, fiction, motion,

national, section - Homophones and near-homophones e.g.

there/their/they’re, here/hear, quite/quiet, see/sea, bare/bear, one/won, sun/son, to/too/two, be/bee, blue/blew, night/knight

- Common exception words e.g. 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,

develop pleasure in reading, motivation to read, vocabulary and understanding by: listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently discussing the sequence of events in books and how items of information are related becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales being introduced to non-fiction books that are structured in different ways recognising simple recurring literary language in stories and poetry discussing and clarifying the meanings of words, linking new meanings to known vocabulary discussing their favourite words and phrases continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the

punctuated correctly] read aloud what they have written with appropriate intonation to make the meaning clear.

move, prove, improve, sure, sugar, eye, could, should, would, who, whole, any, many, clothes, busy, people, water, again, half, money, Mr, Mrs, parents

Handwriting Pupils should be taught to: form lower-case letters of the correct size relative to one another 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 write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters use spacing between words that reflects the size of the letters.

meaning clear understand both the books that they can already read accurately and fluently and those that they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher checking that the text makes sense to them as they read and correcting inaccurate reading making inferences on the basis of what is being said and done answering and asking questions predicting what might happen on the basis of what has been read so far participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.