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| Early Years | Key Stage 1 | Lower Key Stage 2 | Upper Key Stage 2 | ||||
Strand | Reception (ELG) | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 | |
| Spoken Word | Listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions.
Give their attention to what others say and respond appropriately, while engaged in another activity.
Answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.
Express themselves effectively, showing awareness of listeners’ needs.
Use past, present and future forms accurately when talking about events that have happened or are to happen in the future.
Develop their own narratives and explanations by connecting ideas or events.
Children are confident to speak in a familiar group, will talk about their ideas. | Listen and respond appropriately to adults and their peers. | Listen and respond appropriately to adults and their peers. | Listen and respond appropriately to adults and their peers. | |||
Ask relevant questions to extend their understanding and knowledge. | Ask relevant questions to extend their understanding and knowledge. | Ask relevant questions to extend their understanding and knowledge. | ||||||
Use relevant strategies to build their vocabulary. | Use relevant strategies to build their vocabulary. | Use relevant strategies to build their vocabulary. | ||||||
Articulate and justify answers, arguments and opinions. | Articulate and justify answers, arguments and opinions. | Articulate and justify answers, arguments and opinions. | ||||||
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Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.
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.
Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.
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.
Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.
Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.
Speak audibly and fluently with an increasing command of Standard English.
Speak audibly and fluently with an increasing command of Standard English.
Speak audibly and fluently with an increasing command of Standard English.
Participate in discussions, presentations, performances, role play, improvisations and debates.
Participate in discussions, presentations, performances, role play, improvisations and debates.
Participate in discussions, presentations, performances, role play, improvisations and debates.
Gain, maintain and monitor the interest of the listener(s).
Gain, maintain and monitor the interest of the listener(s).
Gain, maintain and monitor the interest of the listener(s).
Consider and evaluate different viewpoints, attending to and building on the contributions of others.
Consider and evaluate different viewpoints, attending to and building on the contributions of others.
Consider and evaluate different viewpoints, attending to and building on the contributions of others.
Select and use appropriate registers for effective communication.
Select and use appropriate registers for effective communication.
Select and use appropriate registers for effective communication.
Early Years | Key Stage 1 | Lower Key Stage 2 | Upper Key Stage 2 |
| Reception (ELG) | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
Word Reading |
Use phonic knowledge to decode regular words and read them aloud accurately.
Read some common irregular words.
| Apply phonic knowledge and skills as the route to decode words. | Apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent. |
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Read speedily with the correct sound to graphemes for all 40+ phonemes, including, where applicable, alternative sounds for graphemes. | Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes. |
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Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught. |
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Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word. | Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word. | Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word. |
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Read words containing taught GPCs and –s, -es, -ing, -ed, -er and –est endings. |
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| Read other words of more than one syllable than contain taught GPCs. | Read accurately words of two or more syllables that contain the taught GPCs. |
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| Read words with contractions e.g. I’m, I’ll, we’ll and understand tha apostrophe represents the missing letter(s). |
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| Read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered. |
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| Read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words. | Read aloud closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation. |
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| Re-read these books to build up their fluency and confidence in word reading. | Re-read these books to build up their fluency and confidence in word reading. |
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| Read words containing common suffixes. | Apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology), both to read aloud and to understand the meaning of new words they meet. | Apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) both to read aloud and to understand the meaning of new words they meet. | ||
Early Years | Key Stage 1 | Lower Key Stage 2 | Upper Key Stage 2 |
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| Reception (ELG) | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
Develop pleasure in reading, motivation to read and understanding by: | Develop positive attitudes to reading and understanding of what they read by: | Develop positive attitudes to reading and understanding of what they read by: | ||||||
Reading Comprehension 1 | Read and understand simple sentences.
They demonstrate understanding when talking with others about what they have read.
| Listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which the can read independently. | Listening to and discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which the can read independently. | Listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks. | Continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks. | |||
Being encouraged to link what they are read or hear read to their own experiences. |
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| Discussing the sequence of events in books and how items of information are related. | Reading books that are structured in different ways and reading for a range of purposes. | Reading books that are structured in different ways and reading for a range of purposes. | |||||
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| Using dictionaries to check the meaning of words that they have read. |
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Becoming very familiar with key stories, fairy stories and traditional tales, retelling them and their particular characteristics. | Becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales. | Increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally. | Increasing their familiarity with a wide range of books, including myths, legends, traditional stories, modern fiction, fiction from our literary heritage and books from other cultures and traditions. | |||||
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| Recommending books that they have read to their peers, giving reasons for their choices. | |||||
Recognising and joining in with predictable phrases. | Recognising simple recurring literary language in stories and poems. |
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| Discussing their favourite words and phrases. | Discussing words and phrases that capture the reader’s interest and imagination. |
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| Identifying themes and conventions in a wide range of books. | Identifying themes and conventions in and across a wide range of writing. | |||||
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| Making comparisons within and across books. | |||||
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| Recognising some different forms of poetry e.g. free verse, narrative poetry). |
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| Learning to appreciate rhymes and poems, and to recite some by heart. | Continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear. | Preparing poems and play scripts to read aloud and perform, showing understanding through intonation, tone, volume and action. | Learning a wider range of poetry by heart.
Preparing poems and plays to read aloud and perform, showing understanding through intonation, tone and volume, so that the meaning is clear to an audience. | ||||
| Being introduced to non-fiction books that are structured in different ways. |
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Discussing word meanings, linking new meanings to those already known. | Discussing and clarifying the meaning of words, linking new words to known vocabulary. |
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Early Years | Key Stage 1 | Lower Key Stage 2 | Upper Key Stage 2 |
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| Reception (ELG) | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
Understand both the books they can already read accurately and fluently and those they listen to by: | Understand what they read, in books they can read independently, by: | Understand what they read by: | ||||||
| Reading Comprehension 2 |
Read and understand simple sentences.
Demonstrate understanding when talking to others about what they have read. | Drawing on what they already know or on background information and vocab provided by the teacher. |
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Checking that the text makes sense to them as they read and correcting inaccurate reading. | Checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context. | Checking that the book makes sense to them, discussing their understanding and exploring the meaning of the words in the context. | ||||||
Discussing the significance of the title and events. |
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Making inferences on the basis of what is being said and done. | Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.
| Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.
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Predicting what might happen on the basis of what has been read so far. | Predicting what might happen from details stated and implied. | Predicting what might happen from details stated and implied. | ||||||
| Asking and answering questions. | Asking questions to improve their understanding of a text.
| Asking questions to improve their understanding. | |||||
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| Provide reasoned justifications for their views. | |||||
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| Discuss and evaluate how authors use language to, including figurative language, considering the impact on the reader. | |||||
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| Identifying main ideas drawn from more than one paragraph and summarising these. | Summarising the main idea drawn from more than one paragraph, identifying key details that support the main idea. | |||||
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| Identifying how language, structure, and presentation contribute to meaning. | Identifying how language, structure, and presentation contribute to meaning. | |||||
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| Retrieve and record information from non-fiction. | Retrieve, record and present information from non-fiction. | |||||
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| Distinguish between statements of fact and opinion. | |||||
Participate in discussion about what is being read to them, taking turns and listening to what others say. | Participate in discussion about books, poems and other words that are read to them and those that they can read for themselves, taking turns and listening to what others say. | Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say. | Participate in discussion about both books that are read to them and those they can read for themselves, building on their own and others’ ideas by challenging views courteously. | |||||
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| Explain clearly their understanding of what is read to them.
| Explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they have read for themselves.
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| Explain and discuss their understanding of what they have read including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary. | |||
Early Years | Key Stage 1 | Lower Key Stage 2 | Upper Key Stage 2 |
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| Reception | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
Writing: Handwriting | Children handle equipment and tools effectively, including pencils for writing. | Sit correctly at the table, holding pencil comfortably and correctly. |
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Begin to form lower-case letters in the correct direction, starting and finishing in the right place. | Form lower-case letters of the correct size relative to one another. |
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| 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 the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined. |
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Form capital letters. | Write capitals of the correct size, orientation and relationship to one another and to lower case letters. |
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| Use spacing between words that reflects the size of the letters. |
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Form digits 0-9. | Write digits of the correct size and orientation. |
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Understand which letters belong to which handwriting ‘families’ and practise these. |
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| Increase the legibility, consistency and quality of handwriting, e.g. by ensuring that down strokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch. | Write legibly, fluently, with increasing speed by:
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Early Years | Key Stage 1 | Lower Key Stage 2 | Upper Key Stage 2 |
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| Reception (ELG) | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
Writing: Punctuation & Grammar |
Write simple sentences which can be read by themselves and others. | Word Level Regular plural noun suffixes ‘-s’ or ‘-es’
Suffixes that can be added to verbs where no change is needed in the spelling of root words.
How the prefix ‘-un’ changes the meaning of verbs and adjectives. | Word Level Formation of nouns using suffixes such as ‘-ness’, ‘-er’ and by creating compound words
Formation of adjectives using suffixes such as ‘-ful’ and ‘-less’
Use of the suffixes ‘-er’, ‘-est’ in adjectives
The use of the suffix ‘-ly’ to turn adjectives into adverbs | Word Level Formation of nouns using a range of prefixes.
Use of the forms a or an according to whether the next word begins with a consonant or a vowel.
Word families based on common words, showing how words are related in form and meaning. E.g. solve/solution | Word Level The grammatical difference between plural and possessive –s.
Standard English forms for verb inflections instead of local spoken forms e.g. we were/we was | Word Level Converting nouns or adjectives into verbs using suffixes e.g. ‘-ate’, ‘-ise’, ‘-ify’
Verb prefixes e.g. dis-, de-, mis-, over-, re- | Word Level The difference between structures typical of informal speech and structures appropriate for formal speech and writing e.g. find out/discover, ask for/request.
How words are related by meaning as synonyms and antonyms e.g. big, large, little.
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Sentence Structure How words can combine to make sentences.
Joining words and joining sentences using and. | Sentence Structure Subordination (using when, if, that, because) and coordination (using or, and, or, but).
Expanded noun phrases for description sand specification (e.g. the blue butterfly).
How the grammatical patterns in a sentence indicate its function as a statement, question, exclamation or command. | Sentence Structure Expressing the time, place and cause using conjunctions (e.g. when, so, before, after, while, because), adverbs (e.g. then, next, soon, therefore), or prepositions (e.g. before, after, during, in, because). | Sentence Structure Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (e.g. the teacher expanded to: the strict maths teacher with curly hair).
Fronted adverbials (e.g. Later that day, I heard bad news). | Sentence Structure Relative clauses beginning with who, which, where, why, whose, that *** an omitted pronoun.
Indicating degrees of possibility using adverbs (e.g. perhaps, surely) or modal verbs (e.g. might, should, will, must). | Sentence Structure Use the passive voice to affect the presentation of information in a sentence.
The difference between structures typical of informal speech and structures appropriate for formal speech and writing (such as the use of question tags, e.g. He’s your friend, isn’t he? Or the use of subjunctive forms such as ‘I were’ or ‘Were they to come ‘ in some very formal writing and speech).
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Text structure Sequencing sentences to form short narratives.
| Text structure Correct choice and consistent use of the present tense and past tense throughout handwriting.
Use of the progressive form of verbs in the present and past tense to mark actions in progress. | Text structure Introduction to paragraphs as a way to group related material.
Headings and sub-headings to aid presentations.
Use of the present perfect form of verbs instead of the simple past. (e.g. He has gone out to play contrasted with He went out to play) | Text structure Use paragraphs to organise ideas around a theme.
Appropriate choice of pronoun and noun within and across sentences to aid cohesion and avoid repetition. | Text structure Devices to build cohesion within a paragraph (e.g. then, after that, this, firstly).
Linking ideas across paragraphs using adverbials of time (e.g. later), place (e.g. nearby), number (e.g. secondly) and tense choice (e.g. he had seen her before). | Text structure Linking ideas across paragraphs using a wider range of cohesive devices: repetition of word or phrase, grammatical connections (e.g. the use of adverbials such as on the other hand, in contrast) and ellipsis.
Layout devices, such as headings, sub headings, columns, bullets, tables, to structure text.
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Punctuation Separation of words with spaces.
Introduction to capital letters, full stops, question marks and exclamation marks to demarcate sentences.
Capital letters for names and the personal pronoun I. | Punctuation Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences.
Commas to separate items in a list.
Apostrophes to mark where letters are missing in spelling and to mark singular possession in nouns. | Punctuation Introduction to inverted commas to punctuate direct speech. | Punctuation Use of inverted commas and other punctuation to indicate direct speech.
Apostrophes to mark plural possession.
Use of commas after fronted adverbials. | Punctuation Brackets, dashes or commas to indicate parenthesis.
Use of commas to clarify meaning or avoid ambiguity. | Punctuation Use of semi-colon, colon and dash to mark the boundary between independent clauses.
Use of the colon to introduce a list and use of the semi-colon within lists.
Punctuation of bullet points to list information.
How hyphens can be used to avoid ambiguity. | |||
Terminology
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