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COMMUNICATION ..... 1 READING .................... 7 WRITING.................. 13 • Bold statements indicate Greater Depth

COMMUNICATION 1

Threshold Concept: COMMUNICATION Listen carefully and understand FOUNDATION STAGE 1 Develop a wide • Know how to be part of a discussion and follow on from what has been discussed. and interesting • Know how to respond during a conversation, e.g. to not interrupt and wait their turn to share vocabulary Speak with clarity their thoughts or ideas. • Be able to listen carefully and follow one-level and two-level instructions. • Be able to listen on a 1:1 basis, in a small group, larger class group with increasing focus. • Express and respond appropriately to a request. • Know that words carry meaning. • Be able to speak in sentences with increasing vocabulary which reflects their experiences. • Be able to talk about their interests and what’s important to them. • Recognise nonverbal cues and respond appropriately. • Answer questions appropriately and begin to query, through questions, the world around them. Threshold Concept: FOUNDATION STAGE 2 Listen carefully and understand • To listen carefully and follow the context of the conversation and story. • To listen to and respect the opinions of others. Develop a wide • To share opinions with others as part of a discussion/story and justify their thoughts. and interesting • To know how to listen and stay focussed in a 1:1 conversation, group and class situation for an vocabulary Speak with clarity increasing amount of time. • To listen to the ideas of others and consider modifying their own if appropriate. • Be able to speak confidently in sentences using appropriate vocabulary which enables them to: compare, contrast, reason and explain. • Be able to talk about their interests within a group and class discussion. • Recognise increasingly subtle nonverbal cues and respond appropriately. • Know what a question is and use question starters appropriately, e.g. how, why, what, where, were etc. • Answer questions that require reasoning and prediction etc. • Confidently ask questions in context. 2

Threshold Concept: COMMUNICATION Listen carefully MILESTONE 1 – YEAR 1 and understand • Seek clarification when a message is not clear. Develop a wide • Understand instructions with more than one point. and interesting • Understand how to answer when, where, who, what in a range of contexts. vocabulary • Use subject specific vocabulary to explain and describe. Speak with clarity • Suggest words linked to a topic – brainstorming as a group or individually, creating word banks Tell stories with to magpie from while learning. structure • Use improvisation and work in role to explore characters and situation. • Create own mind-maps linking vocabulary to a specific subject. Hold conversations • Access word banks independently to support vocabulary use and spelling accuracy. and debates • Speak in a way that is clear and easy to understand: sharing weekend news, offering ideas, commenting upon events or ideas. • Identify syllables within words. • Investigate and use of syllables when speaking, reading and writing poems. • Ensure stories have a setting, a plot and a sequence of events. • Recount experiences with interesting detail. • Predict events in a story. • Compare settings, plots and sequences in a range of stories. • Notice similarities and differences between stories. • Take turns to talk, listening carefully to the contributions of others. • Offer opinions with reasons, e.g. ‘What would you do to make the country a better place if you were a monarch?’ Threshold Concept: MILESTONE 1 – YEAR 2 Listen carefully and understand • Sift information and focus upon the important points. Develop a wide • Understand that how and why questions will provide the listener with more information. and interesting vocabulary • Suggest words or phrases linked to a topic – generate vocabulary independently to support planning. • Develop an evaluative vocabulary linked to own work and elements of performance. Speak with clarity • Identify homophones. Tell stories with • Regularly add to and access word banks from Working Wall or own reading experiences, structure taking cards, labels away to use in writing. Hold conversations and debates • Demonstrate good phonic knowledge by clearly pronouncing the sounds within words. • Be able to orally tell stories with a setting, plot and a sequence of events. • Add description and explanation to recounts. • Give just enough detail to keep an audience engaged. • Present dramatisations to others in the class, based on work they have done. • Retell a story from a character’s point of view. • Vary language between formal and informal according to the situation. • Add humour to a discussion or debate where appropriate. • Adopt an ‘expert voice’ to demonstrate knowledge of an object or event and answer questions. 3

Threshold Concept: COMMUNICATION Listen carefully MILESTONE 2 – YEAR 3 and understand • Engage in discussions, making relevant points. Develop a wide • Generate questions after listening to discussion to find out further information. and interesting vocabulary • Use time, size and other measurements to quantify. • Use adjectives and noun phrases to describe and explain. Speak with clarity • Seek and access vocabulary resources independently from around classroom: Working Wall, Tell stories with vocabulary banks, information books etc. structure • Use intonation to emphasise grammar and punctuation when reading aloud. Hold conversations • Speak learnt lines to perform to an audience. and debates • Bring stories to life with expression and intonation. • Improvise dialogue and events when bringing a story to life. • Retell events with detail and emotional awareness from other people’s points of view, e.g. a polar explorer, Henry VIII, Stig or Barney. • Generate questions about a subject or issue. • Make relevant comments or ask questions in a discussion or debate. • Support a point of view confidently using relevant information and vocabulary. Threshold Concept: MILESTONE 2 – YEAR 4 Listen carefully and understand • Ask for specific additional information to clarify. • Understand the meaning of some phrases beyond the literal interpretation. Develop a wide and interesting • Use interesting adjectives, adverbial phrases and extended noun phrases in discussion. vocabulary • Use vocabulary that is appropriate to the topic being discussed or the audience that is listening. • Research and incorporate specific terminology into explanations or descriptions and be able Speak with clarity to explain meaning Tell stories with structure • Use verbs with irregular endings. • Use a mixture of sentence lengths to add interest to discussions and explanations. Hold conversations and debates • Read the audience to know when to add detail and when to leave it out • Begin to use a range of dramatic techniques during story-telling: voice tone, facial expression, gesture, posture. • Seek clarification by actively seeking to understand others’ points of view. • Respectfully challenge opinions or points offering an alternative. • Develop evaluative vocabulary in order to compare and comment constructively on the success of different performances. 4

Threshold Concept: COMMUNICATION Listen carefully MILESTONE 3 – YEAR 5 and understand • Understand how to answer questions that require more than a yes/no or single sentence response. Develop a wide • Understand humour or a play on words. and interesting vocabulary • Explain the meaning of words, offering alternatives. • Begin to use adventurous vocabulary. Speak with clarity • Begin to use new vocabulary across the curriculum in different contexts, e.g. ‘settlement’ used Tell stories with in geography is used in a narrative context. structure • Vary the length and structure of sentences. Hold conversations • Ask questions and make suggestions to take part in active discussions. and debates • Narrate detailed and exciting stories. • Use the conventions and structure appropriate to the type of story told. • Tell stories or recount events in role adopting a point of view or perspective. • Debate, using relevant details to support points. • Generate open and closed questions to elicit information and know when to use each. • Begin to summarise and draw conclusions following conversation and debate. Threshold Concept: MILESTONE 3 – YEAR 6 Listen carefully and understand • Recognise and explain some idioms. • Understand irony (when it is obvious). Develop a wide and interesting • Use adventurous and sophisticated vocabulary. vocabulary • Use a wide range of phrases that include determiners, modifiers and other techniques to add Speak with clarity extra interest and clarity. • Confidently use and apply specific vocabulary in a range of contexts including dramatic Tell stories with structure representations, e.g. The Great Exhibition. Hold conversations • Comment on the grammatical structure of a range of spoken and written accounts. and debates • Use voice effectively as part of a live performance. • Interweave action, character descriptions, settings and dialogue. • Demonstrate an awareness of the needs of the audience through use of voice expression and gesture. • Negotiate and compromise by offering alternatives. • Offer alternative explanations when others don’t understand. • Evaluate different aspects of a live performance including characterisation, dramatic effects and suitability for different audiences. 5

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READING 7

Threshold Concept: READING Love of Reading FOUNDATION STAGE 1 Comprehension • Know what a book is and how to use it. Phonics • Enjoy sharing and focusing on a book. • Know and recite a range of nursery rhymes. • Know which is their favourite book and why? • Independently access a book and get information from the pictures or text. • Know that books can be selected for different purposes. • Follow a text by scanning left to right and top to bottom. • Show understanding of a story by identifying characters and key events, making simple predictions and being able to follow and retell a sequence. • Follow a refrain as part of a story and understand the language used. • Know that a book carries information. • Begin to make connections with what they are hearing and seeing in a book by relating the information to their own experiences. • Notice that non fiction books are presented differently to fiction books, e.g. simple labels and diagrams. • Select nonfiction books to suit their interests and curiosity. • Learn and apply Letters and Sounds Phase 1, aspect 1, 2, 3, 4, 5, 6 and 7. • Learn and apply Letters and Sounds Phase 2 as appropriate. • Focus on oral/blending and segmenting. • Follow the T4W model. Threshold Concept: FOUNDATION STAGE 2 Love of Reading Comprehension • Enjoy and retell a range of stories/familiar tales. • Independently select a book to read. Phonics • Enjoy sharing books with their friends through their play. • Know and use the features of a book. • Select books for different purposes. • Have an increasing understanding and use of story vocabulary. • Expose children to a variety or high-level texts to enrich vocabulary. • Show a deepening understanding of a story by identifying characters, discussing in some detail key events, showing an awareness of setting, making simple predictions and being able to follow and retell a sequence. • Understand that a story has a beginning, middle and end. • Follow and continue a refrain as part of a story and understand the language used. • Using well known stories children will innovate their own endings/stories using appropriate vocabulary etc. • Explain how a book carries information. • Make connections with what they are hearing and seeing in a book by relating the information to their own experiences. • Notice that nonfiction books are presented differently to fiction books, e.g. simple labels and diagrams. • Name the some of the different parts of a nonfiction book, e.g. contents page. • Learn and apply Letter sound Phase 1 -continue- rhyme, alliteration, oral segmenting and blending. • Learn and apply Phase 2, 3 and 4 as appropriate using Read, Write, Inc. 8

Threshold Concept: READING Read words MILESTONE 1 – YEAR 1 accurately • Apply phonic knowledge and skills as a route to decode words. Understand texts • Respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including where applicable, alternative sounds for graphemes. • Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught. • Read other words of more than one syllable that contain GPCs. • Read words with contractions (for example I’m, I’ll, we’ll) and understand that the apostrophe represents the omitted letters. • Read aloud accurately books that are consistent with phonic knowledge and that do not require other strategies to work out words. • Re-read these books to build up fluency and confidence in word reading. • Read accurately by blending sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes. • Discuss events. • Predict events. • Link reading to own experiences and other books. • Join in with stories and poems. • Check that reading makes sense and self-correct. • Infer what characters are like from actions. • Ask and answer questions about the text. • Infer meaning from images, text and film. Threshold Concept: MILESTONE 1 – YEAR 2 Read words accurately • Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word. Understand texts • Read words containing taught GPCs ‘s’, ‘es’, ‘ing,’ ‘ed’, ‘er’. • Read accurately words of two or more syllables that contain graphemes taught including alternative sounds for graphemes. • Read words that contain common suffixes. • Read most words quickly and accurately, without overt sounding out 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 books to build up fluency and confidence in word reading. • Discuss favourite words or phrases. • Listen to and discuss a wide range of texts. • Recognise and join in with (including role play) recurring language. • Explain and discuss understanding of texts. • Discuss the significance of the title and events. • Make inferences on the basis of what is being said and done. • Begin to summarise key points in the story rather than retelling narrative. N.B. GPC = Grapheme Phoneme Correspondence 9

Threshold Concept: READING Read words MILESTONE 2 – YEAR 3 accurately • Recognise root words and explain how a prefix or suffix changes the meaning of a word. Understand texts • Read further more common exception words noting some spellings. • Recognise homophones. • Draw inferences from reading. • Predict from details stated and implied. • Recall and summarise ideas. • Discuss words and phrases that capture the imagination. • Retrieve and record information from non-fiction using titles, headings, sub-headings and indexes. • Prepare poems to be read aloud with expression, volume, tone and intonation. • Identify recurring themes and elements of different stories, e.g. good triumphing over evil. • Ask questions to improve understanding of the text. • Begin to understand that different types of stories have different characteristics (genres). Threshold Concept: MILESTONE 2 – YEAR 4 Read words accurately • Apply a growing knowledge of root words, prefixes and suffixes (etymology and morphology). • Read exception words confidently. Understand texts • Read near-homophones. • Recognise some different forms of poetry. • Explain and discuss understanding of reading, maintaining focus on the topic. • Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence. • Predict what might happen from details stated and implied. • Identify main ideas drawn from more than one paragraph and summarise these. • Identify how language, structure and presentation contribute to meaning. • Research and retrieve non-fiction material with increasing confidence, using features to locate information. • Begin to develop preferences for genres and authors, explaining reasons for interest. 10

Threshold Concept: READING Read words MILESTONE 3 – YEAR 5 accurately • Apply knowledge of root words, prefixes and suffixes. Understand texts • Read appropriate books with confidence and fluency. • Demonstrate an understanding of how punctuation affects the text when reading out loud. • Check the book makes sense, discussing understanding and exploring the meaning of words in context. • Ask questions to improve understanding. • Predict what might happen from details stated and implied. • Identify how language, structure and presentation contribute to meaning. • Retrieve and record information from nonfiction. • Participate in discussion about books, taking turns and listening and responding to what others say. • Distinguish between statements of fact and opinion. • Provide reasoned justification for views. • Start to make comparisons between pieces of text, poems and whole texts, looking for similarities and differences. Threshold Concept: MILESTONE 3 – YEAR 6 Read words accurately • Apply knowledge of root words, prefixes and suffixes. • Read a range of age appropriate books with confidence and fluency, both fiction and nonfiction. Understand texts • Recommend books to peers, giving reasons for choices. • Identify and discuss themes and conventions in and across a range of writing. • Make comparisons within and across books. • Learn a wide range of poetry by heart. • Prepare poems and plays to read aloud and to perform, showing understanding of intonation, tone and volume so that the meaning is clear to an audience. • Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence. • Summarise the main ideas drawn from more than one paragraph, identifying key details that support the main ideas. • Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader. • Pursue own reading interests including further books in a series, texts linked to other areas of the curriculum, blogs etc. 11

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WRITING 13

Threshold Concept: WRITING Handwriting FOUNDATION STAGE 1 Spelling • Have developing control over mark making tools. Composition • Hold a writing tool using the tripod grip. of Writing • Use a writing tool with increasing strength so that there is improving control over size and shape. • Know and use their dominant hand. • Make an anti-clockwise movement in a gross motor way. • Hear and identify isolated sounds. • Hear, repeat and sequence sounds. • Orally segment the phonemes in a word. • Orally blend the phonemes in a word. • Give meaning to their marks. • Hear, say and follow rhyming pattern in words. • Mark make in a variety of ways giving meaning and purpose to their marks. • Attempt to write their name. • Understand the direction of writing and make marks left to right and top to bottom. • See the value of writing and enjoy sharing their mark making as a way of communicating. • Explore the opportunities for mark making within the provision. Threshold Concept: FOUNDATION STAGE 2 Handwriting • Use the correct tripod grip. Spelling • Use the correct technique of moving their hand across when writing, e.g. resting hand on paper, Composition not hovering. of Writing • Orientate most letters and numbers correctly on a line with clear ascenders and descenders. • Segment the phonemes in a word. • Use the correct terminology, e.g. phoneme and grapheme etc. • Correctly represent phonemes in their writing. • Understand the concept of a word and know that letters make up a word. • Spell the tricky words up to including at least Phase three. • Orally structure simple phrase/sentences/stories they wish to write. • Locate and use appropriate resources to help them write. • Record and read back a phrase/sentence using the correct phoneme and grapheme correspondence. • Use finger spaces and have an awareness of simple punctuation, e.g. capital letters, exclamation marks and question marks. • Use writing as a means of communicating. • Write for a variety of purposes using some of the features, e.g. in a letter, list etc. 14

Threshold Concept: WRITING Composition MILESTONE 1 – YEAR 1 • Write with • Say first and then write to tell others about ideas. a purpose • Write for a variety of purposes. • Use a range of adjectives to add detail. • Use imaginative • Use names of people, places and things. description • Re-read writing to check it makes sense. • Use the correct tenses. • Organise writing • Write about more than one idea. appropriately • Write so that other people can understand the meaning of sentences. • Sequence sentences to form clear narratives. • Use paragraphs • Regularly write several sentences independently around a topic or idea. • Use sentences • Make decisions about their writing enjoying the incorporation of quirky ideas or exploring their appropriately own suggestions, e.g. writing from a character’s perspective rather than third person, using established narrative techniques in their own stories. Present neatly • Sit correctly and hold a pencil correctly. Transcription • Begin to form lower case letters correctly. • Spell correctly • Form capital letters. • Punctuate • Form digits 0-9. correctly • Understand letters that are formed in similar ways. • Form lower-case letters of a consistent size. Analysis and • Write capital letters and digits of consistent size. presentation • Use spacing between words that reflects the size of letters. • Analyse writing • Spell words containing 40+ learned phonemes. • Present writing • Spell common exception words (the, said, one, two, and the days of the week). • Name letters of the alphabet in order. • Use letter names to describe the spelling of words. • Add prefixes and suffixes, learning the rule for adding ‘s’ and ‘es’ as plural markers for nouns, and the third person singular marker for verbs (I drink – he drinks). • Use the prefix ‘un’. • Use suffixes where no change to the spelling of the root word is needed: helping, helped, helper, eating, quicker, quickest. • Write simple sentences dictated by the teacher. • Spell by segmenting words into phonemes and represent them with the correct graphemes. • Learn some new ways to represent phonemes. • Leave spaces between words. • Use the word ‘and’ to join words and sentences. • Begin to punctuate using a capital letter for the names of people, places, the days of the week and I. • Use both familiar and new punctuation correctly including full stops and capital letters. • Begin to use question marks. • Use simple extended noun phrases to describe and specify, e.g. the blue butterfly. • Begin to use and, or, but. • Use the present and past tenses correctly, including the progressive form. • Keep their own alphabetically organised word book as a personal dictionary to collect words which support their independent writing. • Discuss writing with the teacher and other students. • Analyse writing using terminology: word, sentence, letter, capital letter, full stop, punctuation, singular, plural, question mark, exclamation mark. • Read aloud writing clearly enough to be heard by peers and teacher. • Compare their writing against success criteria and evaluate success. 15

Threshold Concept: WRITING Composition MILESTONE 1 – YEAR 2 • Write with • Plan by talking about ideas and writing notes. a purpose • Use some of the characteristic features of the type of writing used. • Write, review and improve. • Use imaginative • Use nouns and pronouns for variety. description • Use adverbs for extra detail. • Organise writing in line with purpose. • Organise writing • Group related information together. appropriately • Convey ideas sentence by sentence. • Join sentences with conjunctions. • Use paragraphs • Vary the way a sentence begins. • Use sentences • Choose how to organise information when making notes and collecting ideas: use of colour, appropriately boxes, charts etc. • Edit writing and insert techniques to improve sentence structure, e.g. insert a noun phrase, Present neatly Transcription take out punctuation and insert a conjunction. • Spell correctly • Begin to join letters. • Punctuate • Spell common exception words correctly. correctly • Spell contraction words correctly (can’t, don’t). • Add suffixes to spell longer words (ment, ness, ful, less, est). Analysis and • Use the possessive apostrophe (singular), e.g. the girl’s book. presentation • Distinguish between homophones and near-homophones. • Use a capital letter consistently for the names of people, places, the days of the week and I. • Analyse writing • Use exclamation marks, question marks, commas in lists and apostrophes for contracted forms. • Present writing • Use different sentence forms: statement, question, exclamation and command. • Use coordination (or, and, but). • Use subordination (when, if, that, or, because). • Use some features of standard written English. • Be able to proofread writing and edit with some confidence, inserting missing punctuation. • Use and understand grammatical terminology in discussing writing: verb, tense (past, present), adjective, noun, suffix, apostrophe, comma. • Read aloud writing with some intonation. • Be able to explain choices made in writing to peers or teacher. 16

Threshold Concept: WRITING Composition MILESTONE 2 – YEAR 3 • Write with • Use the main features of story writing (identified in reading). a purpose • Compose and rehearse sentences orally. • Plan, write, edit and improve with some support. • Use imaginative • Create characters, settings and plots. description • Use a range of descriptive phrases including some collective nouns. • Use organisational devices such as headings and sub-headings. • Organise writing • Organise paragraphs around a theme. appropriately • Use a mixture of simple and compound sentences confidently and begin to use complex sentences. • Write sentences that include: conjunctions, adverbs, direct speech punctuated correctly, clauses. • Use paragraphs • Develop clearly defined characters, settings and plot over more than a few sentences. • Use sentences • Choose when to use organisational devices in planning and composition. appropriately • Join letters, deciding which letters are best left unjoined. Present neatly • Use prefixes and suffixes and understand how to use them. Transcription • Spell some homophones. • Spell correctly often misspelt words (because, people). • Spell correctly • Use the first two or three letters of a word to check its spelling in a dictionary. • Punctuate • Write from memory simple sentences, dictated by the teacher, that include words and punctuation correctly taught so far. • Develop understanding of writing concepts by beginning to extend the range of sentences with more Analysis and presentation than one clause by using a wider range of conjunctions, including when, if, because, although. • Use conjunctions, adverbs and prepositions to express time and cause. • Analyse writing • Indicate grammatical and other features by using and punctuating direct speech. • Present writing • Use speech to enhance the story-telling, e.g. character recalls a previous event, gives instructions or makes predictions. • Regularly extend sentences with more than one clause in a piece of writing. • Use and understand grammatical terminology in discussing, writing and reading: pronoun, possessive pronoun, adverbial. • Read aloud writing to a group or whole class using appropriate intonation. 17

Threshold Concept: WRITING Composition MILESTONE 2 – YEAR 4 • Write with • Use techniques used by authors to create characters and settings. a purpose • Plan, write, edit and improve independently. • Use alliteration effectively. • Use imaginative • Use similes effectively. description • Apply and choose organisation devices such as headings, sub-headings and captions. • Use the perfect form of verbs to mark relationships of time and cause (have jumped, has lived). • Organise writing • Use conjunctions that signal time, shift attention, inject suspense and shift the setting. appropriately • Organise paragraphs around a theme. • Extend paragraphs or write more than one paragraph to develop a specific story element, e.g. • Use paragraphs • Use sentences a setting may be described over several paragraphs, starting with the wider picture of the countryside, weather, then to a building in that setting, then a garden focusing upon smaller appropriately details – the moss covered pathway, the broken branch etc. Present neatly • Join letters. • Make handwriting legible by ensuring downstroke of letters are parallel and letter are spaced Transcription • Spell correctly appropriately. • Punctuate correctly • Spell homophones correctly. • Place the possessive apostrophe accurately in words with regular plurals (e.g. girls’, boys’) and in Analysis and presentation words with irregular plurals (e.g. children’s). • Continue to develop understanding of writing concepts by: • Analyse writing • Present writing - regularly using a range of sentences with more than one clause and using a range of coordinating and subordinating conjunctions including when, if, because, although. - Using the present perfect form of verbs in contrast to the past tense. - Choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition. - Using fronted adverbials. • Indicate grammatical and other features by: - Using commas after fronted adverbials. - Indicating possession by using the possessive apostrophe with plural nouns. • Use and understand grammatical terminology in discussing writing: pronoun, possessive pronoun, adverbial. • Read aloud writing to a group or whole class using appropriate intonation. • Edit and improve composition after discussion with peers or teacher by significantly developing ideas and extending paragraphs. 18

Threshold Concept: WRITING Composition MILESTONE 3 – YEAR 5 • Write with • Identify the audience for writing. a purpose • Choose the appropriate form of writing using the main features identified in reading. • Note, develop and research ideas. • Use imaginative • Plan, draft, write, edit and improve. description • Use the techniques that authors use to create characters, settings and plots. • Guide the reader by using a range of organisational devices, including a range of conjunctions. • Organise writing • Choose effective grammar and punctuation. appropriately • Ensure correct use of tenses throughout a piece of writing. Write paragraphs that give the reader • Use paragraphs a sense of clarity. • Use sentences • Write paragraphs that make sense if read alone. • Write sentences that include: brackets, bullet points, commas for clarification. appropriately • Develop ideas through detailed, developed sentences which include a range of sentence types. Present neatly • Write fluently and legibly with a personal style. Transcription • Use prefixes appropriately. • Spell correctly • Spell some words with silent letters (knight, psalm, solemn). • Punctuate • Distinguish between homophones and other words that are often confused. • Use dictionaries to check spelling and meaning of words. correctly • Use the first three or four letters of a word to look up the meaning or spelling of words in a dictionary. • Use a thesaurus. Analysis and • Use expanded noun phrases to convey complicated information concisely. presentation • Using modal verbs or adverbs to indicate degrees of possibility. • Indicate grammatical and other features by: • Analyse writing • Present writing - Using commas to clarify meaning or avoid ambiguity in writing. - Using brackets, dashes or commas to indicate parenthesis. - Using a colon to introduce a list. • Use relative clauses beginning with who, which, where, when, whose, that, or with an implied (i.e. omitted) relative pronoun. • Be able to use dictionaries and thesauruses confidently to ensure spelling is accurate and vocabulary choices are varied. • Use and understand grammatical terminology in discussing writing and reading: relative clause, modal verb, relative pronoun, parenthesis, bracket, dash, determiner, cohesion, ambiguity. • Perform compositions, using appropriate intonation and volume. 19

Threshold Concept: WRITING Composition MILESTONE 3 – YEAR 6 • Write with • Note, develop and research ideas from a range of sources and media. a purpose • Create vivid images by using alliteration, similes, metaphors and personification. • Interweave descriptions of characters, settings and atmosphere with dialogue. • Use imaginative • Choose effective grammar and punctuation (higher level brackets, colon, semi-colon, hyphen) description and use confidently to enhance writing. • Organise writing • Write cohesively at length appropriately • Write sentences that include: relative clauses, modal verbs, relative pronouns, parenthesis, • Use paragraphs a mixture of active and passive voice, a clear subject and object, hyphens, colons and semi-colons. • Use sentences • Confidently approach all genres of writing with confidence and creativity. • Proofread, edit and reflect upon impact of structural and creative choices. appropriately • Write fluently and legibly with a personal style. Present neatly Transcription • Use knowledge of morphology and etymology in spelling and understand that some words need to be learned specifically. • Spell correctly • Punctuate • Use dictionaries and thesauruses competently and effectively. • Develop an understanding of writing concepts by: correctly - Recognising vocabulary and structures that are appropriate for formal speech and writing, Analysis and including subjunctive forms. presentation - Using passive verbs to affect the presentation of information in a sentence. • Analyse writing - Using the perfect form of verbs to mark relationships of time and cause. • Present writing - Using relative clauses beginning with who, which, where, when, whose, that, or with an implied (i.e. omitted) relative pronoun. • Indicate grammatical and other features by: - Using hyphens to avoid ambiguity. - Using semi-colons, colons and dashes to mark boundaries between independent clauses. - Punctuating bullet points consistently. • Be able to proofread writing and edit confidently, inserting missing punctuation and explaining the impact it would have upon meaning. • Use and understand grammatical terminology in discussing writing and reading: active and passive voice, subject and object, hyphen, synonym, colon, semi-colon, bullet points. • Critically analyse own writing, identifying strengths and areas for further development which is actioned in subsequent pieces. 20



English Curriculum | 2020/21