Scheme of work for English The INTENT of our English Curriculum At Gurney Pease Academy we truly believe that language and communication are life skills which need to be nurtured and developed from the moment children walk through our doors. We believe 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. We know how important reading is and our aim is to get children loving reading. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Reading also enables pupils both to acquire knowledge and to build on what they already know. In early reading, we carefully match our reading books to phonics phases to ensure that there is reliability between the two. At Gurney Pease Academy we have worked hard to ensure the children receive a broad and balanced curriculum where English is entwined into every subject to guarantee the children are able to practise many different aspects of the English curriculum. From the Early years, children develop a love of English through systematic and fun phonics lessons enabling them to have the best possible start to their learning of reading and writing. Staff at Gurney Pease Academy deliver well-planned and engaging English lessons and strive to instil a love of language whether that be in their writing, their reading or in the way they use language in their day to day interactions. Through participation with the English curriculum, we endeavour all pupils will: Develop communication and spoken language skills through collaboration and encouragement. Read with enjoyment; fluently, confidently and with a sense of success. Develop a love of reading and reading habits, understanding the main purposes of reading for finding information and for pleasure. Develop a repertoire of vocabulary which is rich, thoughtful and challenging. Write creatively and coherently with confidence and a sense of pride and achievement. Write for a purpose and to engage an audience, whilst showcasing their individual flair and style.
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Scheme of work for English
The INTENT of our English Curriculum
At Gurney Pease Academy we truly believe that language and communication are life skills which need to be nurtured and developed from the
moment children walk through our doors. We believe 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.
We know how important reading is and our aim is to get children loving reading. Through reading in particular, pupils have a chance to develop
culturally, emotionally, intellectually, socially and spiritually. Reading also enables pupils both to acquire knowledge and to build on what they
already know. In early reading, we carefully match our reading books to phonics phases to ensure that there is reliability between the two.
At Gurney Pease Academy we have worked hard to ensure the children receive a broad and balanced curriculum where English is entwined into
every subject to guarantee the children are able to practise many different aspects of the English curriculum. From the Early years, children develop
a love of English through systematic and fun phonics lessons enabling them to have the best possible start to their learning of reading and writing.
Staff at Gurney Pease Academy deliver well-planned and engaging English lessons and strive to instil a love of language whether that be in their
writing, their reading or in the way they use language in their day to day interactions.
Through participation with the English curriculum, we endeavour all pupils will:
Develop communication and spoken language skills through collaboration and encouragement.
Read with enjoyment; fluently, confidently and with a sense of success.
Develop a love of reading and reading habits, understanding the main purposes of reading for finding information and for pleasure.
Develop a repertoire of vocabulary which is rich, thoughtful and challenging.
Write creatively and coherently with confidence and a sense of pride and achievement.
Write for a purpose and to engage an audience, whilst showcasing their individual flair and style.
Scheme of work for English
Must have knowledge and skills KS1
YEAR 1
Reading Writing Oracy
Year 1 Skills
• Secure with year group phonic
expectations.
• Identify which words appear again and
again.
• Recognise & join in with predictable
phrases.
• Relate reading to own experiences.
• Re-read if reading does not make sense.
• Re-tell with considerable accuracy.
• Discuss significance of title & events.
• Make predictions on basis of what has
been read.
• Make inferences on basis of what is being
said & done.
• Read aloud with pace & expression, i.e.
pause at full stop; raise voice for question.
• Recognise:
o capital letters
o full stops
o question marks
o exclamation marks
o ellipsis
• Know why the writer has used the above
punctuation in a text.
• Know difference between fiction and non-
fiction texts.
• Write clearly demarcated sentences.
• Use ‘and’ to join ideas.
• Use conjunctions to join sentences (e.g. so, but).
• Use standard forms of verbs, e.g. go/went.
• Introduce use of:
o capital letters
o full stops
o question marks
o exclamation marks
• Use capital letters for names & personal
pronoun ‘I’.
• Write a sequence of sentences to form a short
narrative [as introduction to paragraphs].
• Use correct formation of lower case – finishing in
right place.
• Use correct formation of capital letters.
• Use correct formation of digits.
• Speak clearly and loudly
enough to communicate
meaningfully.
• Ask questions about matters of
interest.
• Express feelings and ideas when
talking about matters of
interest.
• Start to develop ideas by
adding detail to their speech.
• Start to understand how to take
turns when speaking.
• Start to listen to others and
respond appropriately.
• Join in with imaginative play
taking on role of different
familiar characters.
• Speak in complete sentences
after modelling.
• Retell a familiar story in
sentences, using narrative
language.
• Recount an event or
experience in sentences.
• Begin to understand how to
change language when
speaking to different listeners,
e.g. peers and adults.
Scheme of work for English
Year 1
Vocabulary
• capital letters
• full stops
• question marks
• exclamation marks
• predictions
• inferences
• fiction
• non-fiction
letter
capital letter word
singular
plural
punctuation
full stop
question mark
exclamation mark
NC Emerging
reads simple sentences
responds with the correct sounds to known
graphemes
blends sounds aloud when attempting to
read new words
re-reads books to develop confidence
uses picture clues to help when reading
simple texts
listens to poems, stories and non-fiction
making links to own experiences
demonstrates understanding when talking
with others about what they have read
retells key stories, fairy stories and
traditional tales through role play
answers questions about stories read
identifies features of books, e.g. title etc.
recognises predictable phrases
listens to simple rhymes and poems and
joins in with others when reciting them
composes phrases and sentences orally
speaks in sentences
shows an awareness of how full stops are used
in writing or reading
organises writing correctly (top to bottom, left to
right)
writing may need some mediation
sequences short narratives orally and pictorially
based on real and fictional experiences
says out loud what is going to be written about
vc words
cvc words (short and long vowels)
words with adjacent consonants
some CEW / HFW
words ending ff ll ss zz ck
words with the /ng/ sound (n before k)
names the letters of the alphabet in order
handwriting sits correctly at the table and holds
a pencil comfortably and correctly
handwriting distinguishes between lower case
letters and capital letters
NC
Developing
reads simple sentences with some fluency
responds speedily with the correct sound to
known graphemes
applies phonic knowledge to decode words
composes phrases and sentences orally and
attempts to replicate them in writing (little
mediation needed)
uses capital letters and full stops at times
begins to use capital letters for names
Scheme of work for English
blends sounds in unfamiliar words containing
known GPC, when reading
reads known CEW
begins to read words containing known GPS
and –s,-es, -ing, -ed, -er and –est endings
reads words of more than one syllable that
contain known GPCs on occasions
begins to read words with contractions
re-reads books to develop confidence and
fluency
uses pictures to read and understand the text
listens to and discusses poems, stories and
non-fiction, making links to own experiences
and offering opinions about them
talks about books, using own knowledge and
information provided by the teacher
retells key stories, fairy stories and traditional
tales orally in simple sentences
joins in with predictable phrases
begins to make simple inferences (from
pictures, objects, stories)
talks about the meaning of unfamiliar words
learns to appreciate simple rhymes and
recites these by heart
begins to distinguish between fact and fiction
notices when reading does not make sense
shows an understanding of what has been
read, drawing on own knowledge or
information provided by the teacher
recognises basic punctuation, question marks
and exclamation marks in print
understands that and can join words and
sentences
begins to write short narratives based on real
and fictional experiences
includes a simple beginning, middle and end in
writing
discusses what they have written with the
teacher or other pupils
words with consonant digraphs and some
vowel diagraphs/ trigraphs
alternative vowel phonemes (/ay//ai//a_e/)
new consonant spellings ph and wh
words ending in –y
majority of CEW / HFW
begins to spell the singular plural of words
divides words into syllables
uses
knowledge of handwriting ‘families’ to begin to
form letters correctly
spaces evident between words
NC Secure reads aloud books that are consistent with
developing phonic knowledge
responds speedily with the correct sound to
graphemes for all 40+ phonemes including,
where appropriate, alternative sounds for
graphemes
writes a sentence that makes sense using
capital letters and full stops
uses and to join words and clauses
sequences sentences to form short narratives
uses capital letters for names of people, places,
days of the week and the personal pronoun I
Scheme of work for English
reads accurately by blending sounds in
unfamiliar words containing GPCs that have
been taught
reads CEW with some fluency and begins to
notice unusual correspondences between
spelling and sound and where these occur in
a word
reads words containing known GPS and –s,-
es, -ing, -ed, -er and –est endings
reads words of more than one syllable that
contain known GPCs
reads words with contractions
begins to take account of punctuation when
reading
begins to use context clues to help reading
for meaning
re-reads books to develop confidence,
fluency and expression
listens to and discusses a wide range of
poems, stories and non-fiction at a level
beyond which can be read independently
links what they hear or read to their own
experiences
retells stories they have read, heard and
discussed using appropriate vocabulary
talks about what is read to them, taking turns
and listening to others. Expresses opinions
based on these
explains understanding of what they have
read
talks about particular characteristics of
different types of stories
talks about the significance of the title and
events
makes inferences on the basis of what is read
makes simple predictions
begins to use question marks and exclamation
marks in writing
uses some descriptive language
writes short narratives based on real and
fictional experiences
uses a simple plan (e.g. storyboard, flowchart)
re-reads what has been written to check it
makes sense
makes simple changes to writing where
suggested
reads aloud own writing clearly enough to be
heard by peers and the teacher
compound words
days of the week
numbers to 20
words ending in tch
plurals of nouns and verbs adding –s and –es to
words
verbs where no change is needed to the root
word
adding endings –ing –ed –er
adjectives where no change is needed to the
root word
adding -er and –est
words with the addition of the prefix un-
Y1 CEW / HFW
phonetically plausible attempts of new words
begins to form lower case letters in the correct
direction starting and finishing in the right place
forms capital letters correctly
Scheme of work for English
learns and appreciate rhymes and poems
and can recite some by heart
discusses word meanings, making links to
known words
retells, using significant events and main
points in sequence
reads checking texts make sense and
correcting inaccurate reading
Scheme of work for English
Must have knowledge and skills KS1
YEAR 2
Reading Writing Oracy
Year 2 Non-
Negotiable
Skills
• Secure with year group phonic
expectations.
• Recognise simple recurring literary
language.
• Read ahead to help with fluency &
expression.
• Comment on plot, setting & characters in
familiar & unfamiliar stories.
• Recount main themes & events.
• Comment on structure of the text.
• Use commas, question marks &
exclamation marks to vary expression.
• Read aloud with expression & intonation.
• Recognise:
o commas in lists
o apostrophe of omission & possession
(singular noun)
• Identify past/present tense and why the
writer has used a tense.
• Use content and index to locate
information.
• Write different kinds of sentence: statement,
question, exclamation, command.
• Use expanded noun phrases to add description
& specification.
• Write using subordination (when, if, that,
because) and co-ordination (or, and, but).
• Correct & consistent use of present tense & past
tense.
• Correct use of verb tenses.
• Write with correct & consistent use of:
o capital letters
o full stops
o question marks
o exclamation marks
• Use commas in a list.
• Use apostrophe to mark omission and singular
possession in nouns.
• Write under headings.
• Write lower case letters correct size relative to
one another.
• Show evidence of diagonal & horizontal strokes
to join.
• Talk about topics that are of
interest to them or which they
enjoy.
• Ask questions to gain
information and clarify
meaning.
• Begin to develop and explain
their ideas.
• Express themselves using
complete sentences when
required.
• Make more specific vocabulary
choices, e.g. technical
language.
• Usually listen carefully and
respond appropriately.
• Take turns when talking in pairs
or small groups.
• Begin to be aware that formal
and informal situations require a
different role and language.
• Offer appropriate comments in
paired or small group
discussion.
• Retell a familiar story using
narrative language and linking
words/phrases.
• Recount an event or
experience in sentences using
specifically chosen vocabulary.
Scheme of work for English
• Perform a simple poem from
memory.
• Hold the attention of listeners by
adapting the way they talk.
• Begin to understand how to
speak for different purposes
and audiences.
Vocabulary
Past and present tense, commas, questions,
expression, plot, setting, character, author,
commas in a list, apostrophe
noun, noun phrase statement, question,
exclamation, command compound, suffix
adjective, adverb, verb tense (past, present)
apostrophe, comma
NC Emerging
reads aloud books closely matched to
phonic knowledge, building unfamiliar
words with increased accuracy and without
undue hesitation
reads all known graphemes
reads unfamiliar words containing known
GPCs accurately and without needing to
sound out
reads accurately words that have been
encountered frequently
reads known CEW fluently
segments words into syllables to aid
decoding
uses punctuation to aid reading with
expression
notices when reading does not make sense
and attempts to self-correct
listens to and talks about a wide range of
contemporary and classic poetry, stories
and non-fiction
retells a range of story in sequence
uses coordinating conjunctions (joining words)
and, or, but, so
uses question marks and exclamation marks in
writing
uses simple adjectives for description
understands and uses the terms noun, verb and
adjective
uses basic layout conventions in different forms
of writing
plans out loud what is going to be written
creates simple plans to support writing
makes simple changes to writing where
appropriate
proof-reads own writing to check for basic
errors
words with the /n/ sound spelt kn and gn at the
beginning of words
words with the /r/ sound spelt wr at the
beginning of words
words with the /j/ sound spelt as ge and dge
and g
words with the /s/ sound spelt c before e i y
Scheme of work for English
answers questions about books read and
shared
finds and retrieves literal information
begins to ask simple questions about books
read and shared
recognises simple recurring language in
poems and stories
makes plausible predictions
distinguishes between fact and fiction
shows some awareness of text features
adding –ing, -ed, -er, -est, -y to words ending in
e with a consonant before it
begins to select correct GPCs in spelling
forms lower case letters of the correct size
relative to one another
NC
Developing
reads aloud books closely matched to
phonic knowledge, accurately building
unfamiliar words without prompting
reads familiar words without overt sounding
and blending
reads words of 2 or more syllables
reads CEW fluently taking note of unusual
correspondences between spelling and
sounds and where these occur in words
uses punctuation to read with increased
expression
notices when reading does not make sense
and self-corrects
asks and answers questions about books read
and shared
makes simple inferences using evidence from
the text
talks about new vocabulary and offers
suggestions about the meaning based on the
context
discusses favourite words and phrases
explains how items of information are related
and discusses sequence of events
makes plausible predictions, using evidence
from the text
begins to skim and scan
begins to use subordinating conjunctions
(joining words) when, if, because, as
begins to use past and present tense correctly
uses commas in lists
uses apostrophe for contraction
understands and uses the term adverb
begins to use adverbs in writing
develops stamina to write at increasing length
writes down key ideas and words (inc. some
new vocabulary drawn from listening to, and
talking about, whole books to develop plans)
considers word choice, grammar and
punctuation
re-reads own writing to check for sense, basic
errors and meaning
reads aloud writing with appropriate intonation
to make meaning clear
words with contractions
words ending in –le,- el, -al and –il
adding –ies to nouns and verbs ending in y
adding –ed, -ing, -er, -est to a root word ending
in y with a consonant before it
selects correct GPCs in spelling
words with the suffix –ly
uses –ly to turn adjectives into adverbs
Scheme of work for English
talks about how to choose a book to read handwriting is legible with almost all lower case
letters and capital letters accurately and
consistently formed and of the correct size and
orientation
NC Secure applies phonic knowledge and skills
consistently to decode age-appropriate texts
accurately and without undue hesitation
sounds out unfamiliar words accurately,
without undue hesitation
automatic decoding, using phonics, is
embedded and reading is fluent
recognises and effortlessly decodes
alternative sounds for graphemes
reads accurately words of two or more
syllables, containing known graphemes
recognises and effortlessly decodes most
CEW
reads most words quickly and accurately,
without overt sounding and blending, when
they have been encountered frequently
reads words containing common suffixes
reads age-appropriate texts with fluency
and confidence
notices when reading does not make sense
and takes appropriate action
begins to use expression and intonation to
engage a listener, when reading aloud
self-corrects and re-reads to make ensure
fluency and meaning
regards reading as a pleasurable activity
identifies sequences of events in texts and
offers simple explanations of how items of
information relate to one another
demonstrates familiarity with, and can retell,
a wide range of stories, fairy stories and
traditional tales
recognises and writes (grammatically correct)
different types of sentences: statements,
questions, commands and exclamations
understands and uses coordinating and
subordinating conjunctions to construct and
extend sentences
uses the past and present tense correctly
throughout writing inc. the progressive form
uses capital letters for proper nouns accurately
uses a range of punctuation almost always
correctly – full stops, question marks,
exclamation marks, commas in lists, apostrophe
for contraction and apostrophe for singular
possession
uses expanded noun phrases, adjectives and
adverbs for description and specification
writes narratives about personal experiences
and those of others (real and fictional)
writes for different purposes (including poetry)
uses plans to support writing
links ideas and events using strategies to create
‘flow’
evaluates the effective use of word choice,
grammar and punctuation
makes appropriate additions, revisions and
corrections
proof reads to check for errors in spelling,
grammar and punctuation
re-reads writing to check for correct and
consistent tense
evaluates writing with teachers and peers
Scheme of work for English
recognises and understands the different
structures of non-fiction books that have
been introduced
shares favourite words and phrases, and
clarifies the meaning of new words through
discussion, and by making links to known
vocabulary
learns and recites a repertoire of poems by
heart, using appropriate intonation to help
make the meaning clear
demonstrates understanding of what is read
independently, or listened to, by drawing on
own knowledge, and information and
vocabulary provided
constructs meaning whilst reading
independently, self-correcting where the
sense of the text is lost
makes inferences on what has been read
asks and answers questions appropriately,
including those based on inference of what
is said and done
makes predictions on the basis of what has
been read so far
participates in discussions , offering opinions
and explanations for these about books,
poems and other materials
exercises choice in selecting books
uses phonic knowledge to spell simple
monosyllabic and polysyllabic words
Y2 CEW / HFW
spells frequently used homophones / near
homophones
words using the possessive apostrophe (singular
nouns)
adding –ing, -ed, -er, -est and –y to words of
one syllable ending in a single letter after a
short vowel
words with the suffixes –ment, -ness, -ful and
–less
words ending in –tion
recognises own spelling errors and makes some
attempt to correct these
compound nouns
words are almost always appropriately and
consistently spaced in relation to the size of the
letters
some diagonal and horizontal strokes are used
to join letters
Scheme of work for English
Must have knowledge and skills Lower Key Stage 2
Year 3
Reading Writing Oracy
Year 3 Non-
Negotiable
Skills
• Comment on the way characters relate to
one another.
• Know which words are essential in a
sentence to retain meaning.
• Draw inferences such as inferring
characters’ feelings, thoughts & motives
from their actions.
• Recognise how commas are used to give
more meaning.
• Recognise inverted commas
• Recognise:
o plurals
o pronouns and how used
o collective nouns
o adverbs
• Explain the difference that the precise
choice of adjectives and verbs make.
• Use conjunctions (when, so, before, after, while,
because).
• Use adverbs (e.g. then, next, soon, therefore).
• Use prepositions (e.g. before, after, during, in,
because of).
• Experiment with adjectives to create impact.
• Correctly use verbs in 1st, 2nd & 3rd person.
• Use perfect form of verbs to mark relationships
of time & cause.
• Use inverted commas to punctuate direct
speech.
• Group ideas into basic paragraphs.
• Write under headings & sub-headings.
• Write with increasing legibility, consistency and
fluency.
• Talk and listen confidently in
different situations.
• Show they have listened
carefully by asking relevant
questions.
• Develop and explain their ideas
giving reasons.
• Sequence and communicate
ideas in an organised and
logical way in complete
sentences as required.
• Vary the amount of detail –
dependent on purpose and
audience.
• Participate fully in paired and
group discussions.
• Show understanding of the
main points in a discussion.
• Vary the use and choice of
vocabulary – dependent on
the purpose and audience.
Start to show awareness of how
and when Standard English is
used.
• Retell a story using narrative
language, adding relevant
detail.
• Perform poems from memory,
adapting expression & tone as
appropriate.
Scheme of work for English
• Show they have listened
carefully through making
relevant comments.
• Formally present ideas or
information to an audience.
• Recognise that meaning can
be expressed in different ways
dependent on the context.
• Begin to adapt use of language
to meet the needs of the
audience/listener.
•
Year 3
Vocabulary
Plurals, pronouns and how used, collective
nouns, adverbs, inferring, adjectives and verbs.
preposition, conjunction word family, prefix clause,
subordinate clause direct speech consonant,
consonant letter vowel, vowel letter inverted
commas (or ‘speech marks’)
NC Emerging
uses a range of strategies when reading
aloud when prompted
reads age-appropriate texts at a speed
which allows focus on understanding as
opposed to decoding individual words
experiments with different pronunciations
when reading unfamiliar, longer words
makes good approximations of a word’s
pronunciation
listens to, and discusses, a wide range of
fiction poetry, plays, non-fiction, textbooks
and reference books
reads independently and can talk about
what has been read
makes inferences from texts and can explain
these
uses a wide range of conjunctions to join
sentences and develop ideas
varies sentence openers
uses pronouns to avoid repetition
uses a range of punctuation with increasing
accuracy – full stops, question marks,
exclamation marks, commas in lists, apostrophe
for contraction and apostrophe for singular
possession
uses a or an according to whether the next
word begins with a consonant or a vowel
begins to select words for effect
begins to use paragraphs to group related
material
uses a range of planning strategies and tools
Scheme of work for English
identifies the main points of a text
makes predictions based on evidence from
the text and can explain these
recognises that books are structured in
different ways for different audiences and
purposes
becomes more aware of the audience and
purpose of different types of writing
discusses and records ideas
words with the /ai/ sound spelt ei, eigh or ey
words containing the /u/ sound spelt ou
adding suffixes beginning with vowel letters to
words of more than one syllable (words ending
with a single consonant preceded by a short
vowel double the consonant before adding ing)
NC
Developing
begins to use a range of strategies when
reading independently
self-corrects using the appropriate strategies
discusses meaning of new words based on
understanding of root words, prefixes and
suffixes
begins to read ahead looking for clues to
determine meaning
begins to read silently for short periods of time
reads books that are structured in different
ways
begins to ask questions to improve
understanding of the text
recognises the author makes choices
regarding the vocabulary used
discusses words and phrases that capture the
reader’s interest and imagination
recognises that authors make choices
regarding the layout of text / information
explains how the structure of a text has
impact on the reader
begins to recognise different forms of poetry
selects books based on awareness of reading
preferences
begins to use apostrophe for plural possession
begins to use inverted commas to punctuate
direct speech
understands main clauses
selects words for effect to support purpose and
engage readers’ interests
uses headings and sub-headings to aid
presentation
writes for a range of real purposes and
audiences as part of their work across the
curriculum
reads aloud own writing using appropriate
intonation
the /i/ sound spelt y elsewhere than at the of
words
possessive apostrophe with regular plural words
words using prefixes; un-, dis-, mis-, in-, im-, il-,
ir-, re-, sub-, inter-, super-, anti-, auto-
formation of nouns using a range of prefixes,
such as super-, anti-, auto-
NC Secure reads a range of texts with fluency,
understanding and expression
expresses time, place and cause using;
Scheme of work for English
talks about different strategies that can be
used to help make sense of reading
begins to select the most effective strategy
self-corrects without prompting when
necessary
reads silently for longer periods of time
reads for a range of purposes
checks reading makes sense
talks about their understanding and tries to
explain the meaning of words in context
reads and discusses a variety of text types
talks about personal likes and dislikes of
books read and, when prompted, can
support these views and opinions with
reasons
asks questions to improve understanding of
the text
infers reasons for action and events
identifies words and phrases used to create
mood and tension
offers reasons for authors’ choice of
vocabulary
begins to summarise what has been read
picks out key points when sequencing
fiction
offers explanation for layout or
organisational features used within a text
makes comparisons between stories and
between non-fiction texts comparing like
with like
identifies some different forms of poetry
prepares poetry to be read aloud
conjunctions (e.g. when, before, after, while, so,
because)
adverbs (e.g. then, next, soon, therefore)
prepositions (e.g. before, after, during, in,
because, of)
begins to understand subordinate clauses
uses a range of punctuation accurately and
effectively - full stops, question marks,
exclamation marks, commas in lists, apostrophe
for contraction, apostrophe for singular
possession and inverted commas for direct
speech
uses the present perfect form of verbs instead of
the simple past
uses a varied and rich vocabulary
structures and organises writing with a
beginning, middle and end across a range of
text types
uses texts similar to those that they are planning
to write, to understand and learn from its
structure
assesses the effectiveness of own and others’
writing
proof reads for spelling, grammar and
punctuation errors and self-corrects
spells some words from the National Curriculum
word list for Years 3 and 4
begins to use a dictionary to check spellings
can spell words using knowledge of word family
uses diagonal and horizontal strokes to join
letters and understands which letters when
adjacent to one another or best left unjoined
Scheme of work for English
Must have knowledge and skills Lower Key Stage 2
Year 4
Reading Writing Oracy
Year 4 Non-
Negotiable
Skills
• Give a personal point of view on a text.
• Re-explain a text with confidence.
• Justify inferences with evidence, predicting
what might happen from details stated or
implied.
• Use appropriate voices for characters
within a story.
• Recognise apostrophe of possession (plural)
• Identify how sentence type can be
changed by altering word order, tenses,
adding/deleting words or amending
punctuation.
• Explain why a writer has used different
sentence types or a particular word order
and the effect it has created.
• Skim & scan to locate information and/or
answer a question.
• Vary sentence structure, using different
openers.
• Use adjectival phrases (e.g. biting cold wind).
• Use appropriate choice of noun or pronoun.
• Use fronted adverbials.
• Use apostrophe for plural possession.
• Use a comma after fronted adverbial (e.g. Later
that day, I heard bad news.).
• Use commas to mark clauses.
• Use inverted commas and other punctuation to
punctuate direct speech.
• Use paragraphs to organize ideas around a
theme.
• Use connecting adverbs to link paragraphs.
• Write with increasing legibility, consistency and