aims discuss the elements that make the english curriculum. share the strategies for teaching...

EnglishThe New Curriculum

Aims

• Discuss the elements that make the English Curriculum.

• Share the strategies for teaching English at Howe Dell.

• Share the expectations for English.• Explanation of how we are assessing

progress.

What is involved in the subject?

All learning at Howe Dell is purposeful and aims to help the children understand how certain skills can be used in life.We aim to ensure children can read fluently; understand what they are reading; write legibly and communicate effectively with others.

Aspects of the English Curriculum

English

Spoken Language

Reading

Word Recognitio

n

Comprehension

Writing

Transcription

Spelling Handwriting

Composition

Vocabulary

, grammar and

punctuation

Teaching Strategies Across the School

• Learning Partners• Questioning• Time to think• Oral rehearsal

• Variety of contexts

Assessment Language

Working towards Age Related Expectations

Working at Age Related Expectations

Working beyond Age Related Expectations

Spoken Language

• Key principle• The power of talking• Oral rehearsal• Modelling

Progression of Speaking and Listening

ModellingCopying

ExploringDesigning

Outcomes

Reading

Ethos

Pleasure

Confidence Enjoymen

t

Short but regular

Breadth

Foundation Stage

• Oral Storytelling• Daily Phonics• Daily activities often based around a

story• Adult led small activities

KS1 – Year 1 and 2

• Daily phonics lessons. Pitched at their ability and immersed in more challenging expectations each week.

• Shared Reading, leading onto Guided Reading.

• Answering questions and discussing texts.

KS1 – ExpectationsWord Reading

• Applies phonic knowledge and skills• Blends sounds to decode unfamiliar

words• Recognises and reads words with

contractions• Demonstrates understanding of the

apostrophe

KS1 – ExpectationsComprehension

• Regards reading as a pleasurable activity• Can retell a range of stories, traditional stories

and fairy stories• Shows understanding of the meaning or words

and makes links with those they already know• Checks that text makes sense whilst reading• Uses phonics to correct inaccuracies• Makes inferences on what has been read• Make simple predictions on what might happen.

KS2 – Year 3-6

• Phonics continued.• Guided Reading• Reciprocal Reading• Comprehension – literal, inferring and

evaluative.

KS2 – ExpectationsWord Reading

• Fluently and effortlessly reads a range of age appropriate texts.

• Determines the meaning of new words by applying knowledge of the root words, prefixes and suffixes.

• Demonstrates appropriate intonation, tone and volume when reading aloud text.

KS2 – ExpectationsComprehension

• Demonstrates a positive attitude to reading by frequently reading for pleasure, both fiction and non-fiction.

• Has learned a wide range of poetry by heart.• Explains how language, structure, and

presentation, can contribute to the meaning of a text.

• Comments on how language, including figurative language, is used to contribute meaning.

• Asks questions to enhance understanding of the text.

KS2 – ExpectationsComprehension continued …

• Is able to make comparisons within and across different texts.

• Draws inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inference with evidence.

• Makes predictions based on details stated and implied.

• Distinguishes between statements of fact and opinion; and in non-fiction.

KS2 – ExpectationsComprehension continued …

• Identifies key details that support main ideas, and uses them to summarise content drawn from more than one paragraph.

• Expresses views formed through independent reading and books that are read to them, explaining and justifying personal opinions, and courteously challenging those of others.

• Explains and discusses their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary.

Writing

Ethos

Pleasure

Confidence Enjoymen

t

Purposeful

Breadth

Year 1 Grammar

• How words can combine to make sentences• Joining words and joining clauses using and• Sequencing sentences to form short narratives• Separation of words with spaces• Introduction to capital letters, full stops, question

marks and exclamation marks to demarcate sentences

• Capital letters for names and for the personal pronoun I.

Year 2 Grammar• Subordination (using when, if, that, because) and co-

ordination (using or, and, but)• Expanded noun phrases for description and

specification [for example, the blue butterfly, plain flour, the man in the moon].

• Correct choice and consistent use of a present tense and past tense throughout writing

• Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences.

• Apostrophes to mark where letters are missing in spelling

• Apostrophes to mark singular possession in nouns [for example, the girl’s name]

Year 3 Grammar• Expressing time, place and cause using

conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore] or prepositions [for example, before, after, during, in, because of]

• Introduction to paragraphs as a way to group related material

• Introduction to inverted commas to punctuate direct speech.

Year 4 Grammar• Noun phrases expanded by the addition of modifying

adjectives, nouns and preposition phrases• Fronted adverbials [for example, Later that day, I

heard the bad news.]• Use of paragraphs to organise ideas around a theme.• Appropriate choice of pronoun or noun within and

across sentences to aid cohesion and avoid repetition.

• Use of inverted commas and other punctuation to indicate direct speech.

• Apostrophes to mark plural possession.• Use of commas after fronted adverbials.

Year 5 Grammar• Relative clauses beginning with who, which,

where, when, whose, that, or an omitted relative pronoun.

• Indicating degrees of possibility using adverbs [for example, perhaps, surely] or modal verbs [for example, might, should, will, must]

• Devices to build cohesion within a paragraph [for example, then, after, that, this, firstly]

• Dashes or commas to indicate parenthesis.• Use of commas to clarify meaning or avoid

ambiguity

Year 6 Grammar• The difference between structures typical of

informal speech and structures appropriate for formal speech and writing.

• Linking ideas across paragraphs using a wider range of cohesive devices.

• Use of the semi-colon, colon and dash to mark the boundary between independent clauses.

• Use of the colon to introduce a list and use of semi-colons within lists

• How hyphens can be used to avoid ambiguity.

Sentence StructureEnd of Year Expectations

Year 1 FictionOne day Humpty Dumpty went for a walk. He found a big wall. Humpty Dumpty sat on the wall and had a great fall.

Non-FictionA griffle is a greedy animal. Griffles like to eat jam sandwiches. Griffles have one red tail and three long arms.

Year 2 FictionHumpty Dumpty was sitting on Mr Gill’s old, broken wall when a strong wind blew. Poor Humpty! What would happen to him?

Non-FictionWhat do Griffles eat?Griffles are the greediest animals on the planet. They like most foods but they hate green bananas, white chocolate and plain crisps. They get very cross when they are hungry. Never get too close to a hungry griffle. It might bite you!

Year 3FictionHumpty Dumpty set off as the sun rose above the hills. He was sitting happily on the old, crumbling wall when a gust of wind rushed past.

Non-FictionEating habitsGriffles are incredibly greedy animals. They often think about what to eat for tea while they are eating their lunch! A griffle can easily eat a supersize burger meal, an ice-cream with three scoops and three chocolate muffins before breakfast. Never approach a griffle when it is eating because it might think that you are trying to steal its food. It might bite you with its razor sharp teeth!

Year 4FictionAs the sun rose above the hills, Humpty Dumpty sat happily on the old, crumbling wall in the middle of Mr Gill’s field. Suddenly, a gust of wind whipped past.

Non-FictionEating habitsIt is a well-known fact that griffles are incredibly greedy creatures with huge appetites. Unbelievably, a fully-grown griffle can eat twice its own body weight in food at every meal. Interestingly, a griffle’s favourite meal contains an equal balance of sugar and fat. Therefore, cheesecake makes that perfect snack for a hungry griffle. As griffles are fiercely defensive of their food, never go near one when it is eating.

Year 5FictionAs the sun rose above the hills, Humpty Dumpty, who never listened to good advice, sat happily on the old, crumbling wall in the middle of Mr Gill’s field. Suddenly, a gust of wind – as strong as a hurricane – whipped past.

Non-FictionEating habitsGriffles, who are often found in the Hertfordshire countryside, are fascinating creatures. Perhaps the most unusual fact about griffles is that they are incredibly greedy creatures with huge appetites. Unbelievably, a mature griffle (a griffle is considered fully-grown from 2 years of age) can eat twice its own body weight in food at every meal – sometimes more! A griffle’s favourite meal contains an equal balance of sugar and fat, with a small amount of carbohydrate, which they find hard to digest. Therefore, cheesecake – lemon and lime seems to be a popular choice – makes the perfect snack for a hungry griffle.

Year 6FictionAs the sun rose above the hills, Humpty Dumpty, who never listened to good advice, sat happily on the old, crumbling wall in the middles of Mr Gill’s field thinking about what a lucky egg he was. He listed his best qualities: a good-sized shell with a lovely shine; an ‘egg’cellent sense of humour and an attractive appearance. Nothing could go wrong; life was good. Suddenly, and without warning, a gust of wind – as strong as a hurricane – whipped past. The wall was destroyed…completely destroyed!

Non-FictionEating habitsGriffles (Latin name, ‘Griffalis Gargantious’), who are mostly found in the more rural areas of Hertfordshire, are very interesting creatures. Despite their slim appearance, griffles are well-known for their huge appetites; a fully-matured male can eat twice its own body weight in a single meal! However, the questions is: if a hungry griffle were to turn up for dinner unexpectedly, what would you feed it? Put together soft fullfat cheese, butter, sugar and zesty lemons and you have the perfect combination…lemon cheesecake! The balance of fat and sugar in this tasty treat meets the dietary needs of a griffle.

Shared Vision

Howe Dell is committed to have a shared vision including everyone in the process of learning.

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