If they cannot decode independently and fluently, they will find it increasingly difficult to understand what they read and to write down what they want to say. make simple additions, revisions and corrections to their own writing by: evaluating their writing with the teacher and other pupils, rereading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form, proofreading to check for errors in spelling, grammar and punctuation (for example, ends of sentences punctuated correctly), read aloud what they have written with appropriate intonation to make the meaning clear, learning how to use both familiar and new punctuation correctly - see, sentences with different forms: statement, question, exclamation, command, expanded noun phrases to describe and specify [for example, the blue butterfly], the present and past tenses correctly and consistently, including the progressive form, subordination (using when, if, that, or because) and co-ordination (using or, and, or but), some features of written Standard English, use and understand the grammatical terminology in, apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in - see, read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word. Request a different format If you need a more accessible version of this document please email digital@gov.wales. These purposes and audiences should underpin the decisions about the form the writing should take, such as a narrative, an explanation or a description. Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Effective composition involves articulating and communicating ideas, and then organising them coherently for a reader. They should therefore have opportunities to work in groups of different sizes â in pairs, small groups, large groups and as a whole class. At this stage, teaching comprehension should be taking precedence over teaching word reading directly. Youâve accepted all cookies. For pupils who do not have the phonic knowledge and skills they need for year 2, teachers should use the year 1 programmes of study for word reading and spelling so that pupilsâ word-reading skills catch up. As in earlier years, pupils should continue to be taught to understand and apply the concepts of word structure so that they can draw on their knowledge of morphology and etymology to spell correctly. âless, âly, apply spelling rules and guidance, as listed in, 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. Pupils should be able to write down their ideas with a reasonable degree of accuracy and with good sentence punctuation. Pupils should be encouraged to read all the words in a sentence and to do this accurately, so that their understanding of what they read is not hindered by imprecise decoding (for example, by reading âplaceâ instead of âpalaceâ). By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. develop positive attitudes towards and stamina for writing by: writing narratives about personal experiences and those of others (real and fictional). Pupils should be using joined handwriting throughout their independent writing. They should focus on all the letters in a word so that they do not, for example, read âinvitationâ for âimitationâ simply because they might be more familiar with the first word. The process of spelling should be emphasised: that is, that spelling involves segmenting spoken words into phonemes and then representing all the phonemes by graphemes in the right order. Teachers should also ensure that pupils continue to learn new grapheme-phoneme correspondences (GPCs) and revise and consolidate those learnt earlier. They should be able to read silently, with good understanding, inferring the meanings of unfamiliar words, and then discuss what they have read. It is important that pupils learn the correct grammatical terms in English and that these terms are integrated within teaching. During year 1, teachers should build on work from the early years foundation stage, making sure that pupils can sound and blend unfamiliar printed words quickly and accurately using the phonic knowledge and skills that they have already learnt. The complete framework and individual versions of the curriculum for primary and secondary key stages. These activities also help them to understand how different types of writing, including narratives, are structured. Their attention should be drawn to the technical terms they need to learn. They should be developing their understanding and enjoyment of stories, poetry, plays and non-fiction, and learning to read silently. This publication is available at https://www.gov.uk/government/publications/national-curriculum-in-england-english-programmes-of-study/national-curriculum-in-england-english-programmes-of-study. As in years 1 and 2, pupils should continue to be supported in understanding and applying the concepts of word structure - see English appendix 2. It includes different subjects at different stages, but maths, sciences, English, physical education and computing This is because they need to encode the sounds they hear in words (spelling skills), develop the physical skill needed for handwriting, and learn how to organise their ideas in writing. This is why the programmes of study for comprehension in years 3 and 4 and years 5 and 6 are similar: the complexity of the writing increases the level of challenge. When pupils are taught to read longer words, they should be supported to test out different pronunciations. Any focus on word reading should support the development of vocabulary. Such vocabulary can also feed into their writing. 2019 national curriculum tests Key stage 2 ENGLISH Modified large print Reading booklet These test materials have an additional front cover for packaging purposes. Donât worry we wonât send you spam or share your email address with anyone. Individual programmes of study and attainment targets for key stages 1 to 4. Deliberate steps should be taken to increase pupilsâ vocabulary and their awareness of grammar so that they continue to understand the differences between spoken and written language. This requires an increasingly wide knowledge of vocabulary and grammar. This publication is licensed under the terms of the Open Government Licence v3.0 except where otherwise stated. Pupils should develop a capacity to explain their understanding of books and other reading, and to prepare their ideas before they write. In this way, they also meet books and authors that they might not choose themselves. The National Curriculum: Key Stage 1 2018/2019 This booklet contains the end of year expectations for children in Year 1 and Year 2. Fluent word reading greatly assists comprehension, especially when pupils come to read longer books. They should also learn the conventions of different types of writing (for example, the greeting in letters, a diary written in the first person or the use of presentational devices such as numbering and headings in instructions). writing a letter from key points provided; drawing on and using information from a presentation]. Writing down ideas fluently depends on effective transcription: that is, on spelling quickly and accurately through knowing the relationship between sounds and letters (phonics) and understanding the morphology (word structure) and orthography (spelling structure) of words. It is important to recognise that pupils begin to meet extra challenges in terms of spelling during year 2. To view this licence, visit nationalarchives.gov.uk/doc/open-government-licence/version/3 or write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gov.uk. Pupils should be helped to consider the opinions of others. National curriculum in England: English programmes of study. They should continue to learn the conventions of different types of writing, such as the use of the first person in writing diaries and autobiographies. Pupils should be taught to understand and use the conventions for discussion and debate, as well as continuing to develop their skills in working collaboratively with their peers to discuss reading, writing and speech across the curriculum. National Curriculum. If you use assistive technology please tell us what this is The sooner that pupils can read well and do so frequently, the sooner they will be able to increase their vocabulary, comprehension and their knowledge across the wider curriculum. The meaning of new words should be explained to pupils within the context of what they are reading, and they should be encouraged to use morphology (such as prefixes) to work out unknown words. The terms for discussing language should be embedded for pupils in the course of discussing their writing with them. When pupils are taught how to read longer words, they should be shown syllable boundaries and how to read each syllable separately before they combine them to read the word. Pupils should receive constructive feedback on their spoken language and listening, not only to improve their knowledge and skills but also to establish secure foundations for effective spoken language in their studies at primary school, helping them to achieve in secondary education and beyond. Writing also depends on fluent, legible and, eventually, speedy handwriting. Weâll send you a link to a feedback form. The knowledge and skills that pupils need in order to comprehend are very similar at different ages. Pupils should also be taught to understand and use the conventions for discussion and debate. Pupils should have guidance about and feedback on the quality of their explanations and contributions to discussions. The term âcommon exception wordsâ is used throughout the programmes of study for such words. document Keystage 4 subject codes. The English national curriculum means children in different schools (at primary and secondary level) study the same subjects to similar standards - it's split into key stages with tests 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. Comprehension skills develop through pupilsâ experience of high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems and non-fiction. Curriculum Intent for English 2019 The English department at Wolstanton High endeavours to build on the prior learning of students, with a focus on developing studentsâ reading, writing, verbal and collaborative skills. They should be able to read them accurately and at a speed that is sufficient for them to focus on understanding what they read rather than on decoding individual words. Pupils should learn about cause and effect in both narrative and non-fiction (for example, what has prompted a characterâs behaviour in a story; why certain dates are commemorated annually). maintain positive attitudes to reading and an understanding of what they read by: continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks, increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions, recommending books that they have read to their peers, giving reasons for their choices, identifying and discussing themes and conventions in and across a wide range of writing, making comparisons within and across books, learning a wider range of poetry by heart, preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience, checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context, asking questions to improve their understanding, summarising the main ideas drawn from more than 1 paragraph, identifying key details that support the main ideas, identifying how language, structure and presentation contribute to meaning, discuss and evaluate how authors use language, including figurative language, considering the impact on the reader, distinguish between statements of fact and opinion, retrieve, record and present information from non-fiction, participate in discussions about books that are read to them and those they can read for themselves, building on their own and othersâ ideas and challenging views courteously, 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, provide reasoned justifications for their views, use further prefixes and suffixes and understand the guidance for adding them, spell some words with âsilentâ letters [for example, knight, psalm, solemn], continue to distinguish between homophones and other words which are often confused, use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in, use dictionaries to check the spelling and meaning of words, use the first 3 or 4 letters of a word to check spelling, meaning or both of these in a dictionary. The size of the writing implement (pencil, pen) should not be too large for a young pupilâs hand. Exam board AQA features no black writers on GCSE English literature syllabus Published: ... September 2019. Pupils might draw on and use new vocabulary from their reading, their discussions about it (one-to-one and as a whole class) and from their wider experiences. The programmes of study for English are set out year-by-year for key stage 1 and two-yearly for key stage 2. Maintained schools in England must teachthe national curriculum to pupils aged approximately 5 to 16 years old. By continuing to use this site, you agree to our use of cookies. The current Year 10s and Year 11s will continue to be taught the old curriculum in English and maths, with the new curriculum due for first ⦠understand both the books that they can already read accurately and fluently and those that they listen to by: 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, segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly, learning new ways of spelling phonemes for which 1 or more spellings are already known, and learn some words with each spelling, including a few common homophones, learning to spell more words with contracted forms, learning the possessive apostrophe (singular) [for example, the girlâs book], distinguishing between homophones and near-homophones, add suffixes to spell longer words including âment, âness, âful, Handwriting should continue to be taught, with the aim of increasing the fluency with which pupils are able to write down what they want to say. Pupils should be shown how to compare characters, settings, themes and other aspects of what they read. ... to determine which is the best set for them. Pupilsâ writing during year 1 will generally develop at a slower pace than their reading. They should also teach pupils how to work out and clarify the meanings of unknown words and words with more than 1 meaning. The number, order and choice of exception words taught will vary according to the phonics programme being used. These are reflected and contextualised within the reading and writing domains which follow. Pupils should continue to have opportunities to listen frequently to stories, poems, non-fiction and other writing, including whole books and not just extracts, so that they build on what was taught previously. Following a feedback period which ended in July 2019, the refined version will be available in January 2020, which will be used throughout Wales from 2022. write accurately, fluently, effectively and at length for pleasure and information through: make notes, draft and write, including using information provided by others [e.g. As far as possible, however, these pupils should follow the year 3 and 4 programme of study in terms of listening to new books, hearing and learning new vocabulary and grammatical structures, and discussing these. They should be reading widely and frequently, outside as well as in school, for pleasure and information. The national curriculum sets out the programmes of study and attainment targets for all subjects at all 4 key stages. Pupils should understand, through being shown these, the skills and processes essential to writing: that is, thinking aloud as they collect ideas, drafting, and rereading to check their meaning is clear. Pupils should be taught to use the skills they have learnt earlier and continue to apply these skills to read for different reasons, including for pleasure, or to find out information and the meaning of new words. Donât include personal or financial information like your National Insurance number or credit card details. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others, and through their reading and listening, others can communicate with them. You can change your cookie settings at any time. This is why phonics should be emphasised in the early teaching of reading to beginners (ie unskilled readers) when they start school. Finally, pupils should be able to retell some familiar stories that have been read to and discussed with them or that they have acted out during year 1. Through listening, pupils also start to learn how language sounds and increase their vocabulary and awareness of grammatical structures. KS2 English exam links. Literature, especially, plays a key role in such development. The national curriculum for English aims to ensure that all pupils: read easily, fluently and with good understanding develop the habit of reading widely and often, for both pleasure and information acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic Opportunities for teachers to enhance pupilsâ vocabulary will arise naturally from their reading and writing. In using non-fiction, pupils should know what information they need to look for before they begin and be clear about the task. develop pleasure in reading, motivation to read, vocabulary and understanding by: listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently, being encouraged to link what they read or hear to their own experiences, becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics, recognising and joining in with predictable phrases, learning to appreciate rhymes and poems, and to recite some by heart, discussing word meanings, linking new meanings to those already known. The programmes of study for writing at key stages 1 and 2 are constructed similarly to those for reading: It is essential that teaching develops pupilsâ competence in these 2 dimensions. This, in turn, will support their composition and spelling. As vocabulary increases, teachers should show pupils how to understand the relationships between words, how to understand nuances in meaning, and how to develop their understanding of, and ability to use, figurative language. They should receive feedback on their discussions. At this stage, childrenâs spelling should be phonically plausible, even if not always correct. They should be able to read unfamiliar words containing these graphemes, accurately and without undue hesitation, by sounding them out in books that are matched closely to each pupilâs level of word-reading knowledge. We use cookies to collect information about how you use GOV.UK. Year 7 English: everything children learn in school, explained for parents. The KS3 curriculum overall is the same for all sets, but higher ability groups will be working at a higher level, while lower sets will be given more support. Reading at key stage 4 should be wide, varied and challenging. apply simple spelling rules and guidance, as listed in English appendix 1. Schools are, however, only required to teach the relevant programme of study by the end of the key stage. The single year blocks at key stage 1 reflect the rapid pace of development in word reading during these 2 years. Handwriting requires frequent and discrete, direct teaching. Pupils should revise and consolidate the GPCs and the common exception words taught in reception year. Pupils should be beginning to understand how writing can be different from speech. And their knowledge, understanding and enjoyment of stories, poetry, plays a key role in such development sometimes... Starts the test writing narratives about personal experiences and those of others other drama can... 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