Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the
national curriculum for England primary English programme of
study (Years 1 to 6)
September 2020
Version 1.0
Copyright © UCLES 2020
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Contents
Introduction .................................................................................................................................................................................................................................................. 4
Summary ..................................................................................................................................................................................................................................................... 5
Colour coding key: ....................................................................................................................................................................................................................................... 9
Mapping for the national curriculum for England primary English: Years 1 to 6 (spoken language) ........................................................................................................ 10
Mapping for the national curriculum for England primary English: Year 1 ................................................................................................................................................ 15
Mapping for the national curriculum for England primary English: Year 2 ................................................................................................................................................ 23
Mapping for the national curriculum for England primary English: Years 3 to 4 ....................................................................................................................................... 35
Mapping for the national curriculum for England primary English: Years 5 to 6 ....................................................................................................................................... 54
Cambridge Primary English learning objectives that do not align with the national curriculum for England primary English programme of study ................................. 73
Introduction
We have mapped Cambridge Primary English (0058) to the national curriculum for England primary English programme of study, including to the non-statutory
(optional) section. This mapping document shows where Cambridge Primary English (0058) is covered in the national curriculum for England primary English
programme of study.
The Cambridge Primary English Curriculum Framework provides a comprehensive set of progressive learning objectives for English. The learning objectives detail
what learners should know or what they should be able to do in English in each of Stages 1 to 6 of primary education. They provide a structure for teaching and
learning and a reference against which learners' understanding can be checked. Each learning objective from the Cambridge Primary English Curriculum Framework
has a unique code, e.g. 1Rw.01. These codes appear in the Cambridge Teacher Guide, Schemes of Work and other published resources which can be found at
https://primary.cambridgeinternational.org. Ask the Cambridge coordinator or exams officer in your school if you do not already have a log-in for this support site.
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Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
4
Summary
Overview
Cambridge Primary English curriculum
Cambridge Primary English is taught over six years (Stages 1 to 6) and is designed for ages 5 to 11. Each stage in the Cambridge Primary English curriculum has a distinct
set of learning objectives, providing clear progression over the six years, and the curriculum is organised into three strands: Reading; Writing; and Speaking and Listening.
These strands reflect the four key language skills. The structure of the Cambridge Primary English Curriculum Framework is designed to support effective teaching of
English within and across the primary stages. For example, links between reading and writing skills are made explicit in the learning objectives within each stage, and there
is clear progression of reading, writing, speaking and listening skills across the stages.
National curriculum for England primary English programme of study
The national curriculum for England Primary English programme of study is also taught over six years (Years 1 to 6), and is designed for ages 5 to 11. This programme of
study specifies what learning should be covered in each year. The subject content for the national curriculum for England primary English programme of study is organised
into three strands: Reading; Writing; Spoken English.
The standards for Reading and Writing differ across the different years, but have been combined in Years 3 to 4 and Years 5 to 6 in Key Stage 2. The standards for Spoken
English remain the same across all years.
Cambridge Primary English and the national curriculum for England Primary English programme of study cover the same expected learner ages:
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Age
England
Cambridge
5 to 6
Year 1
Stage 1
6 to 7
Year 2
Stage 2
7 to 8
Year 3
Stage 3
8 to 9
Year 4
Stage 4
9 to 10
Year 5
Stage 5
10 to 11
Year 6
Stage 6
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
5
Similarities
Differences
Aspects of the two curricula that overlap:
Aspects of the Cambridge Primary English curriculum that are not
covered by the national curriculum for England primary English
programme of study:
•
•
•
•
•
Learners following the Cambridge programme cover the majority of skills
equivalent to those in the three strands of Reading, Writing and Spoken
English in the national curriculum for England primary English programme of
study.
Both curricula use a spiral approach to teaching reading and writing and a
phonics approach to early reading and spelling.
As learners progress in both curricula, they develop an increasing selection of
strategies for reading and spelling unfamiliar words. The emphasis in reading
begins to shift to comprehension and the reading of a wide variety of text
types.
In both curricula, writing composition is developed from simple texts through to
writing varied texts for different purposes and audiences.
Some of the content, however, is not aligned. For example, content covered in
Year 2 of the national curriculum for England is covered in Cambridge Stage 4
and content in Cambridge Stage 3 is covered in Years 5 and 6 of the national
curriculum for England. Examples of overlapping content which are out of
alignment include:
o contractions
o syllables
o spelling of specific prefixes and suffixes
o possessive apostrophes
o formation of upper and lower case letters
o present and past tenses
o pronouns
o articles (e.g. the, a, an)
o expanded noun phrases.
•
•
•
Reading: identifying viewpoint; finding information from, and identifying the
contribution of, any visual aspects of a text; identifying interesting and significant
words from texts to inform own writing; distinguishing between fiction and nonfiction texts; reading silently; exploring idiomatic phrases; exploring the grammar
and punctuation differences in a range of texts, including between direct and
reported speech; identifying stressed and unstressed syllables; following written
instructions; distinguishing between a writer’s voice and a narrator’s voice;
identifying word classes and their purposes.
Writing: relating rhyme to spelling; asking for support with unfamiliar words;
presenting texts in a range of different ways; using figurative language; writing a
clear and consistent viewpoint; making notes in different formats; punctuating
direct and reported speech; ensuring grammatical agreement of quantifiers with
countable and uncountable nouns.
Speaking and Listening: using and adapting non-verbal communication;
commenting on how and why communication (verbal and non-verbal) varies in
different contexts.
Aspects of the national curriculum for England primary English
programme of study that are not covered by the Cambridge English
curriculum:
•
•
•
Reading: correcting inaccurate reading; knowing and using the term ‘ambiguity’;
undertaking research.
Writing: writing from memory simple sentences dictated by the teacher; using the
subjunctive form; spelling the days of the week; using the progressive form of
verbs in the present and past tense; using the present perfect form of verbs;
hyphens; using the perfect form of verbs to mark relationships of time and cause;
knowing the difference between the plural and possessive -s.
Spoken English: using spoken language to develop thinking, e.g. hypothesising,
speculating; reciting texts by heart.
Other differences to note:
•
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The learning objectives for spoken language are the same in each year of the
national curriculum for England primary English programme of study and ‘the
content should be taught at a level appropriate to the age of the student’. In
contrast, the objectives for the Cambridge Primary English curriculum are more
explicit in terms of what is required at each stage – they gradually build in their
complexity.
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
6
•
•
•
•
The Cambridge Primary English curriculum does not require teachers to use
specific pedagogical approaches, whereas the national curriculum for England
primary English programme of study specifies approaches in their learning
outcomes. Dictation and recitation from memory, for example, are not covered
explicitly in the Cambridge curriculum. However, they can be incorporated into
teaching and learning where required.
The national curriculum for England gives much more detail in terms of spelling,
including a prescribed spelling list. However, in other areas, the curriculum
statements in the national curriculum for England are broader than the learning
objectives in the Cambridge curriculum.
The Cambridge Primary English curriculum does not specify that learners must
use joined-up handwriting, but this could be covered at the same time as the
requirement to teach clear and legible handwriting.
The coverage of hyphens, and other punctuation features, in the national
curriculum for England primary English programme of study are not covered by
Cambridge Primary English but are covered by Cambridge Lower Secondary
English.
Percentage of the national curriculum for England primary English programme of study covered
explicitly by the Cambridge Primary English curriculum, in whole or in part
96%
Percentage of the Cambridge Primary English curriculum mapped against the national curriculum
for England primary English programme of study, in whole or in part
90%
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Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
7
Conclusion
Cambridge Primary English is compatible with use of
support materials recommended
Cambridge Primary English is compatible with
additional support required
You are
here
Schools and teachers: you can add or integrate the Cambridge
Primary English curriculum yourselves and will benefit from:
• using the materials on the support sites
• attending Cambridge International training (face-to-face or
online)
• a member of staff becoming a Cambridge International
curriculum coordinator (or equivalent) and engaging with
training and support
• using the wider guidance available, such as Implementing the
Curriculum with Cambridge
• discussing with your regional Cambridge International contact
the specific needs of your school and identifying what available
support from Cambridge International best meets your needs.
Schools and teachers: you may need assistance to add or integrate
the Cambridge Primary English curriculum and will benefit from:
• discussing with your regional Cambridge International contact
the specific needs of your school and identifying what available
support from Cambridge International best meets your needs
• discussing the compatibility of the Cambridge curriculum with
your subject specialist(s). This conversation may include
analysing the specific issues with using the Cambridge
curriculum in your school and jointly agreeing solutions.
It is possible to integrate the Cambridge Primary English curriculum with the national curriculum for England primary English programme of study. To do this, you will need
to consider both the Cambridge Primary English learning objectives and the national curriculum for England Primary English programme of study statements simultaneously
to ensure that both are explicitly covered and reinforced by the teaching and learning. There are instances where skills and knowledge are introduced at different stages in
the two curricula. Therefore, you will need to decide which stage/year is the most appropriate for your learners to be taught the content and what impact that has on
progression.
In Year 1 of the national curriculum for England primary English programme of study, learners are required to ‘Form digits 0–9’. This is covered in the Cambridge Primary
Mathematics curriculum.
We recommend that you read and consider the guidance document Implementing the Curriculum with Cambridge and at least one member of staff attends the Introductory
training for Cambridge Primary English.
In addition, we provide a progression grid that is useful for identifying progression of all content across all stages. This will support you to ensure that progression of the
Cambridge curriculum can be maintained when moving content between stages/years.
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Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
8
Colour coding key:
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Colour
Statement affected
Meaning
Turquoise
National curriculum for England
curriculum statement
This part of the national curriculum for England
curriculum statement has no matching Cambridge
learning objective
Grey
Cambridge learning objective
This part of the Cambridge learning objective matches
the relevant national curriculum for England curriculum
statement, but is not at the same age expectation (either
below or above the expected age of the national
curriculum for England curriculum statement)
Green
Cambridge learning objective
This part of the Cambridge learning objective does not
match the national curriculum for national curriculum for
England curriculum statement
No colour
Cambridge learning objective
This part of the Cambridge learning objective matches
the national curriculum for England curriculum statement
at the same age expectation
No colour
National curriculum for England
curriculum statement
This part of the national curriculum for England
curriculum statement matches at least one Cambridge
learning objective
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
9
Mapping for the national curriculum for England primary English: Years 1 to 6 (spoken language)
National curriculum
for England primary
English: Years 1 to 6
Cambridge Primary English learning objectives
Notes
Stage 1
Stage 2
Stage 3
Stage 4
Stage 5
Stage 6
Spoken language
Listen and respond
appropriately to adults
and their peers
1SLs.01 Listen
and respond
appropriately,
including
following a
sequence of
simple
instructions.
2SLs.01 Listen
and respond
appropriately,
including
recalling the
main points.
3SLs.01 Listen
and respond
appropriately,
including
following a
sequence of
instructions to
carry out an
activity.
4SLs.01 Listen
and respond
appropriately,
including asking
and answering
questions to
develop ideas.
Ask relevant questions
to extend their
understanding and
knowledge
1SLs.02 Ask
simple questions
about what is
heard or read.
2SLs.02 Ask
questions about
what is heard or
read to improve
understanding.
3SLs.02 Ask
questions about
what is heard or
read that
demonstrate
understanding of
the main points
4SLs.01 Listen
and respond
appropriately,
including asking
and answering
questions to
develop ideas
Use relevant strategies
to build their vocabulary
1SLm.03 Use
some relevant
vocabulary to
describe events
and feelings.
2SLm.03 Use
relevant
vocabulary to
describe events
and feelings.
3SLm.03 Use
vocabulary
appropriate to
the situation.
Articulate and justify
answers, arguments and
opinions
Give well-structured
descriptions,
explanations and
narratives for different
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2SLr.02 Talk
about others’
presentations,
including what
they enjoyed and
why.
1SLp.05 Make a
simple personal
statement in a
familiar context.
2SLr.01 Talk
about own
activities,
including why
3SLm.02 Select
appropriate
information, with
5SLs.01 Listen,
reflect on what is
heard and give a
reasoned
response.
6SLs.01 Listen,
reflect on what is
heard and give a
reasoned
response with
reference to at
least one specific
point made by the
speaker.
4SLm.03 Use
vocabulary
precisely to
make the
meaning clear.
5SLm.03 Use
language to
convey ideas
and opinions,
with some detail.
6SLm.03 Use
language to
convey ideas
and opinions,
with increasing
clarity and detail.
4SLs.01 Listen
and respond
appropriately,
including asking
and answering
questions to
develop ideas
5SLm.03 Use
language to
convey ideas and
opinions, with
some detail.
6SLm.03 Use
language to
convey ideas and
opinions, with
increasing clarity
and detail.
4SLm.02
Sequence
relevant
information to
5SLm.02
Structure
relevant
information in a
6SLm.02
Structure
information to
aid the listener’s
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
10
National curriculum
for England primary
English: Years 1 to 6
Cambridge Primary English learning objectives
Notes
Stage 1
purposes, including for
expressing feelings
Stage 2
they made
particular
choices.
1SLr.01 Talk
about own
activities,
including what
they enjoyed.
Stage 3
appropriate detail,
as needed.
2SLm.02 Provide
relevant
information with
sufficient detail,
as needed.
V1 20Y09
aid the listener's
understanding.
4SLm.02
Sequence
relevant
information to aid
the listener's
understanding.
1SLm.02
Provide relevant
information, as
needed.
Maintain attention and
participate actively in
collaborative
conversations, staying
on topic and initiating
and responding to
comments
Stage 4
Stage 5
Stage 6
way that
supports the
purpose and
aids the
listener's
understanding.
understanding of
the main and
subsidiary
points.
*1SLg.01 Work
with others in a
group.
*2SLg.01 Work
with others in a
group.
*3SLg.01 Begin
to take an
assigned role
within a group.
*4SLg.01 Begin
to take an
assigned role
within a group
*5SLg.01 Take
different
assigned roles
within groups,
and begin to
assign roles
within a group.
*6SLg.01 Take
different
assigned roles
within groups,
and begin to
assign roles
within a group.
1SLm.02
Provide relevant
information, as
needed.
2SLm.02
Provide relevant
information with
sufficient detail,
as needed.
3SLm.02 Select
appropriate
information, with
appropriate
detail, as
needed.
4SLm.02
Sequence
relevant
information to
aid the listener's
understanding.
5SLm.02
Structure
relevant
information in a
way that
supports the
purpose and
aids the
listener's
understanding.
6SLm.02
Structure
information to
aid the listener’s
understanding of
the main and
subsidiary
points.
*1SLg.02 Show
understanding of
the opinions of
others.
*2SLg.02 Show
understanding of
the opinions of
others.
*3SLg.02
Respond politely
to another point
of view with a
personal point of
view.
*4SLg.02
Respond politely
to another point
of view with a
personal point of
view.
*5SLg.02 Show
consideration of
another point of
view.
*6SLg.02 Show
consideration of
another point of
view.
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
11
National curriculum
for England primary
English: Years 1 to 6
Cambridge Primary English learning objectives
Notes
Stage 1
Stage 2
Stage 3
Stage 4
Stage 5
Stage 6
1SLg.03 During
a discussion,
listen to others
without
interrupting.
2SLg.03 During
a discussion,
respond in a way
that is relevant
to the task.
3SLg.03 Extend
a discussion by
contributing
relevant
comments.
4SLg.03 Extend
a discussion by
contributing
relevant
comments and
questions.
5SLg.03 Extend
a discussion by
asking and
answering
questions to
refine ideas.
6SLg.03 Extend
a discussion by
building on own
and other's
ideas.
1SLg.04 Take
turns in
speaking,
expressing own
feelings and
ideas.
2SLg.04 Take
turns in speaking,
adding relevant
information.
3SLg.04 Take
turns in a
discussion,
acknowledging
what others
have said.
4SLg.04 Take
turns in a
discussion,
making links with
what others have
said.
5SLg.04 Take
turns in a
discussion,
building on what
others have
said.
6SLg.04
Encourage others
to take turns in a
discussion.
Speak audibly and
fluently with an
increasing command of
Standard English
1SLm.01 Speak
audibly and
clearly with
familiar people.
2SLm.01 Speak
clearly and
confidently with
familiar people
3SLm.01 Speak
fluently and
confidently in a
range of familiar
contexts.
4SLm.01 Speak
with accuracy
and sometimes
at length in a
range of familiar
contexts.
5SLm.01 Speak
precisely either
with concision or
at length, as
appropriate to
context.
6SLm.01 Adapt
pace and tone of
speech
appropriately in
formal and
informal
contexts.
Participate in
discussions,
presentations,
performances, role play,
improvisations and
debates
*1SLg.01 Work
with others in a
group.
*2SLg.01 Work
with others in a
group.
*3SLg.01 Begin
to take an
assigned role
within a group.
*4SLg.01 Begin
to take an
assigned role
within a group
*5SLg.01 Take
different
assigned roles
within groups,
and begin to
assign roles
within a group.
*6SLg.01 Take
different
assigned roles
within groups,
and begin to
assign roles
within a group.
Use spoken language to
develop understanding
through speculating,
hypothesising, imagining
and exploring ideas
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Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
12
National curriculum
for England primary
English: Years 1 to 6
Gain, maintain and
monitor the interest of
the listener(s)
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Cambridge Primary English learning objectives
Notes
Stage 1
Stage 2
Stage 3
Stage 4
Stage 5
Stage 6
1SLp.02 Recite
simple poems,
showing
awareness of
rhythm.
2SLp.03 Extend
experiences and
ideas about
characters and
situations
through roleplay.
3SLp.04 Use
speech, gesture
and movement
to create a
character in
drama.
4SLp.03 Adapt
speech, gesture
and movement
to portray a
character in
drama.
5SLp.02 Convey
ideas about
characters in
drama through
deliberate choice
of speech,
gesture and
movement.
6SLp.02 Convey
ideas about
characters in
drama in different
roles and
scenarios through
deliberate choice
of speech,
gesture and
movement.
1SLp.04 Engage
in imaginative
play, enacting
simple
characters or
situations.
2SLp.04 Deliver
a short
presentation in a
familiar context
about a chosen
object or event.
3SLp.05 Plan and
deliver a
presentation
independently on
a familiar subject
in a familiar
context.
4SLp.04 Plan
and deliver a
group
presentation on
a familiar
subject,
including to a
wider audience.
*5SLp.03 Plan
and deliver
independent and
group
presentations
confidently to a
range of
audiences,
adapting
presentations
appropriately to
the audience.
*6SLp.03 Plan
and deliver
independent and
group
presentations
confidently to a
range of
audiences,
adapting
presentations
appropriately to
the audience.
*5SLp.04 Begin
to make choices
about the most
appropriate
media for a
particular
presentation.
*6SLp.04 Begin
to make choices
about the most
appropriate
media for a
particular
presentation.
*5SLm.05 Show
awareness of
different
audiences, e.g. by
using the
appropriate
register.
*6SLm.05 Show
awareness of
different
audiences, e.g. by
using the
appropriate
register.
*1SLm.05 Show
some awareness
of the listener,
e.g. by varying
tone to engage
them, by
responding to
*2SLm.05 Show
some awareness
of the listener,
e.g. by varying
tone to engage
them, by
responding to
*3SLm.05 Show
awareness of an
audience, e.g. by
adapting
language and
tone to engage
them.
*4SLm.05 Show
awareness of an
audience, e.g. by
adapting
language and
tone to engage
them.
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
13
National curriculum
for England primary
English: Years 1 to 6
Consider and evaluate
different viewpoints,
attending to and building
on the contributions of
others
Select and use
appropriate registers for
effective communication
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Cambridge Primary English learning objectives
Notes
Stage 1
Stage 2
Stage 3
Stage 4
Stage 5
Stage 6
their non-verbal
cues
their non-verbal
cues.
*1SLg.02 Show
understanding of
the opinions of
others.
*2SLg.02 Show
understanding of
the opinions of
others.
*3SLg.02
Respond politely
to another point
of view with a
personal point of
view
*4SLg.02
Respond politely
to another point
of view with a
personal point of
view.
*5SLg.02 Show
consideration of
another point of
view.
1SLg.04 Take
turns in
speaking,
expressing own
feelings and
ideas.
2SLg.04 Take
turns in speaking,
adding relevant
information.
3SLg.04 Take
turns in a
discussion,
acknowledging
what others
have said.
4SLg.04 Take
turns in a
discussion,
making links with
what others have
said.
5SLg.04 Take
turns in a
discussion,
building on what
others have
said.
*3SLr.01 Begin
to evaluate own
and others' talk,
including what
went well and
what could be
improved next
time.
*4SLr.01 Begin to
evaluate own and
others' talk,
including what
went well and
what could be
improved next
time.
*5SLr.01
Evaluate own
and others' talk,
including what
went well and
what could be
improved next
time.
*6SLr.01
Evaluate own and
others' talk,
including what
went well and
what could be
improved next
time.
*5SLm.05 Show
awareness of
different
audiences, e.g. by
using the
appropriate
register.
*6SLm.05 Show
awareness of
different
audiences, e.g.by
using the
appropriate
register.
*6SLg.02 Show
consideration of
another point of
view.
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
14
Mapping for the national curriculum for England primary English: Year 1
National curriculum for England primary
English: Year 1
Cambridge Primary English learning objectives
Notes
Reading: word reading
Apply phonic knowledge and skills as the route to decode
words
1Rw.05 Use phonic knowledge to read decodable words.
Respond speedily with the correct sound to graphemes
(letters or groups of letters) for all 40+ phonemes,
including, where applicable, alternative sounds for
graphemes
1Rw.02 Identify the sounds (phonemes) represented by more than one letter
(consonant digraphs; vowel digraphs; trigraphs, e.g. th, sh, ch; ai, ee; igh).
1Rw.03 Blend to identify the sounds represented by adjacent consonants,
e.g. br, nd.
Read accurately by blending sounds in unfamiliar words
containing GPCs that have been taught
1Rw.06 Use phonic knowledge to sound out some elements of unfamiliar
words.
Read common exception words, noting unusual
correspondences between spelling and sound and where
these occur in the word
1Rw.07 Begin to recognise a range of common words on sight, including
common exception words.
Read words containing taught GPCs and –s, –es, –ing, –
ed, –er and –est endings
1Rw.04 Read verbs with endings -s, -ed and -ing.
Read other words of more than one syllable that contain
taught GPCs
1Rw.05 Use phonic knowledge to read decodable words.
Read words with contractions [for example, I’m, I’ll, we’ll],
and understand that the apostrophe represents the
omitted letter(s)
3Rg.03 Explore in texts, and understand, the use of apostrophes to mark
omission of letters in shortened forms, e.g. can’t, don’t.
Read aloud accurately books that are consistent with their
developing phonic knowledge and that do not require
them to use other strategies to work out words
1Ra.03 Read aloud simple texts independently.
1Rw.06 Use phonic knowledge to sound out some elements of unfamiliar
words.
The highlighted text is a
very specific requirement of
the England curriculum,
linked to pedagogy.
1SLp.01 Re-read sentences aloud with some fluency and expression.
1SLp.03 Pause at full stops when reading aloud.
Re-read these books to build up their fluency and
confidence in word reading
V1 20Y09
1Rg.01 Re-read text showing understanding of capital letters and full stops to
indicate sentences, and simple grammatical links between words, e.g. [The
girl] [is playing] with [her ball].
‘Re-read’ is the main link
here.
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
15
National curriculum for England primary
English: Year 1
Cambridge Primary English learning objectives
Notes
Reading: comprehension
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
*1Ri.01 Read and explore a range of simple stories and poems, including
identifying the contribution of any visual elements.
*1Ra.01 Enjoy reading and hearing a range of simple stories, poems and
non-fiction texts
*1Ri.03 Read and explore a range of simple non-fiction text types.
•
being encouraged to link what they read or hear
read to their own experiences
1Ra.04 Talk about texts heard or read, including making links with own
experiences and expressing likes and dislikes.
1Ra.06 Begin to identify how contexts and events in stories are the same as
or different from real life.
•
becoming very familiar with key stories, fairy
stories and traditional tales, retelling them and
considering their particular characteristics
*1Ri.02 Identify the characteristics of simple stories.
•
recognising and joining in with predictable
phrases
1Ri.14 Show understanding of rhyme and repetition when joining in with
reading familiar simple stories and poems.
1Ra.02 Join in with some words and phrases when reading familiar simple
stories and poems together.
•
learning to appreciate rhymes and poems, and to
recite some by heart
1Ri.14 Show understanding of rhyme and repetition when joining in with
reading familiar simple stories and poems.
1SLp.02 Recite simple poems, showing awareness of rhythm.
1Rv.05 Explore sounds and words in texts, e.g. rhyming words, rhythm.
•
discussing word meanings, linking new meanings
to those already known
This equates ‘appreciate’
with ‘explore’.
1Rv.01 Begin to show understanding of words and sentences encountered in
reading.
Understand both the books they can already read
accurately and fluently and those they listen to by:
•
V1 20Y09
drawing on what they already know or on
background information and vocabulary provided
by the teacher
1SLm.03 Use some relevant vocabulary to describe events and feelings.
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
16
National curriculum for England primary
English: Year 1
Cambridge Primary English learning objectives
•
checking that the text makes sense to them as
they read and correcting inaccurate reading
*1Ri.05 Explore explicit meanings in simple texts.
•
discussing the significance of the title and events
1Rs.03 Explore and recognise parts of a book, including cover, title and
contents.
•
making inferences on the basis of what is being
said and done
*1Ri.09 Explore implicit meanings in simple texts.
predicting what might happen on the basis of what
has been read so far
1Ri.10 Anticipate what happens next in a story.
•
Notes
1Ri.11 Make simple inferences based on events in a text.
Participate in discussion about what is read to them,
taking turns and listening to what others say
1SLg.03 During a discussion, listen to others without interrupting
Explain clearly their understanding of what is read to them
1Ri.05 Explore explicit meanings in simple texts.
.
1SLg.04 Take turns in speaking, expressing own feelings and ideas.
1Ri.07 Identify the main characters in a story and talk about what happens to
them.
1Ri.08 Find information by reading labels, lists and captions
Writing: transcription
Spelling
spell:
•
words containing each of the 40+ phonemes
already taught
1Ww.01 Identify the most common letter(s) (grapheme(s)) associated with
each sound in the English language.
•
common exception words
1Ww.06 Spell familiar words accurately, including common exception words.
•
the days of the week
The Cambridge curriculum
does not specify specific
words to be spelt.
name the letters of the alphabet:
•
naming the letters of the alphabet in order
1Rw.01 Know the name of each letter in the English alphabet and the most
common sound (phoneme) associated with it.
1Rv.04 Recite the alphabet in order.
•
V1 20Y09
using letter names to distinguish between
alternative spellings of the same sound
1Rw.01 Know the name of each letter in the English alphabet and the most
common sound (phoneme) associated with it.
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
17
National curriculum for England primary
English: Year 1
Cambridge Primary English learning objectives
Notes
add prefixes and suffixes:
•
using the spelling rule for adding –s or –es as the
plural marker for nouns and the third person
singular marker for verbs
1Ww.04 Explore and use plural nouns with endings -s and -es, and
understand the effect on the meaning of a noun of adding these endings.
•
using the prefix un-
2Ww.06 Spell some words with common prefixes and suffixes, including -un,
-dis, -er, -est, -ful and -ly.
•
using –ing, –ed, –er and –est where no change is
needed in the spelling of root words [for example,
helping, helped, helper, eating, quicker, quickest]
2Ww.05 Explore and use verbs with endings -s, -ed and -ing where no
change is needed to the root, and understand the effect on the meaning of a
verb of adding these endings.
5Wg.07 Form and use comparative and superlative adjectives and adverbs
correctly, e.g. better, best; smaller, smallest; more quickly, most quickly.
Write from memory simple sentences dictated by the
teacher that include words using the GPCs and common
exception words taught so far.
Cambridge does not specify
pedagogical approaches in
the learning objectives.
Apply simple spelling rules and guidance (as listed in
English Appendix 1):
•
all letters of the alphabet and the sounds which
they most commonly represent
1Rw.01 Know the name of each letter in the English alphabet and the most
common sound (phoneme) associated with it.
1Ww.01 Identify the most common letter(s) (grapheme(s)) associated with
each sound in the English language.
•
consonant digraphs which have been taught and
the sounds which they represent
1Ww.05 Choose plausible graphemes that match phonemes to write simple
regular words and to attempt other words.
•
vowel digraphs which have been taught and the
sounds which they represent
1Ww.05 Choose plausible graphemes that match phonemes to write simple
regular words and to attempt other words.
•
the process of segmenting spoken words into
sounds before choosing graphemes to represent
the sounds
1Ww.05 Choose plausible graphemes that match phonemes to write simple
regular words and to attempt other words.
•
words with adjacent consonants
1Ww.02 Identify letters (graphemes) for adjacent consonants (e.g. br, nd) and
consonant digraphs, including th, ch and sh.
guidance and rules which have been taught
•
V1 20Y09
the sounds /f/, /l/, /s/, /z/ and /k/ spelt ff, ll, ss, zz
and ck
1Ww.05 Choose plausible graphemes that match phonemes to write simple
regular words and to attempt other words.
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
18
National curriculum for England primary
English: Year 1
Cambridge Primary English learning objectives
•
the /ŋ/ sound spelt n before k
1Ww.05 Choose plausible graphemes that match phonemes to write simple
regular words and to attempt other words.
•
division of words into syllables
2Ww.08 Use knowledge of phonemes and spelling patterns to spell a range of
common regular words correctly.
•
-tch
1Ww.05 Choose plausible graphemes that match phonemes to write simple
regular words and to attempt other words.
•
the /v/ sound at the end of words
1Ww.05 Choose plausible graphemes that match phonemes to write simple
regular words and to attempt other words.
•
adding s and es to words (plural of nouns and the
third person singular of verbs)
1Ww.04 Explore and use plural nouns with endings -s and -es, and
understand the effect on the meaning of a noun of adding these endings.
•
adding the endings –ing, –ed and –er to verbs
where no change is needed to the root word
2Ww.05 Explore and use verbs with endings -s, -ed and -ing where no change
is needed to the root, and understand the effect on the meaning of a verb of
adding these endings.
•
adding –er and –est to adjectives where no
change is needed to the root word
5Wg.07 Form and use comparative and superlative adjectives and adverbs
correctly, e.g. better, best; smaller, smallest; more quickly, most quickly.
•
words ending –y ((/i:/ or / /)
1Ww.05 Choose plausible graphemes that match phonemes to write simple
regular words and to attempt other words.
•
new consonant spellings ph and wh
1Ww.05 Choose plausible graphemes that match phonemes to write simple
regular words and to attempt other words.
•
using k for the /k/ sound
1Ww.05 Choose plausible graphemes that match phonemes to write simple
regular words and to attempt other words.
•
adding the prefix –un
2Ww.06 Spell some words with common prefixes and suffixes, including -un, dis, -er, -est, -ful and -ly.
•
compound words
3Ww.05 Use effective strategies, including spelling patterns, visual memory,
mnemonics and segmenting, to spell some unfamiliar regular and exception
words correctly (including for compound words).
•
common exception words
1Ww.06 Spell familiar words accurately, including common exception words.
V1 20Y09
Notes
This Cambridge objective
can be taught in an
integrated way with the
Reading learning objective
2Rw.06 Read multi-syllabic
and compound words by
segmenting them into
syllables.
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
19
National curriculum for England primary
English: Year 1
Cambridge Primary English learning objectives
Notes
Handwriting
Sit correctly at a table, holding a pencil comfortably and
correctly
1Wp.01 Develop a comfortable and efficient pencil grip.
Begin to form lower-case letters in the correct direction,
starting and finishing in the right place
1Wp.02 Form lower-case and upper-case letters correctly.
Form capital letters
1Wp.02 Form lower-case and upper-case letters correctly.
Form digits 0-9
Understand which letters belong to which handwriting
‘families’ (i.e. letters that are formed in similar ways) and
to practise these.
Writing: composition
Write sentences by:
•
saying out loud what they are going to write about
1Wc.02 Plan writing by speaking aloud, e.g. saying sentences or describing a
sequence of events before writing them.
•
composing a sentence orally before writing it
1Wc.02 Plan writing by speaking aloud, e.g. saying sentences or describing a
sequence of events before writing them.
•
sequencing sentences to form short narratives
1Ws.01 Develop a simple sequence of known actions or events, e.g. by
ordering sentences and then adding to them.
*1Wc.01 Begin to write simple stories and poems, including using the
structures of familiar stories and poems.
1Wc.03 Develop a short written retelling of a familiar story, e.g. by writing
sentences to caption pictures.
•
re-reading what they have written to check that it
makes sense
1Wp.06 Read own writing aloud and talk about it.
Discuss what they have written with the teacher or other
pupils
1Wp.06 Read own writing aloud and talk about it.
Read aloud their writing clearly enough to be heard by
their peers and the teacher
1Wp.06 Read own writing aloud and talk about it.
Writing: vocabulary, grammar and punctuation
Develop their understanding of the concepts set out in
English Appendix 2 by:
V1 20Y09
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
20
National curriculum for England primary
English: Year 1
Cambridge Primary English learning objectives
•
leaving spaces between words
2Wp.01 Ensure consistency in formation, size and proportion of letters and the
spacing of words.
•
joining words and joining clauses using and
1Wg.05 Use and to join words and clauses.
•
beginning to punctuate sentences using a capital
letter and a full stop, question mark or
exclamation mark
1Wg.01 Use a capital letter and full stop to start and end a sentence.
•
using a capital letter for names of people, places,
the days of the week, and the personal pronoun ‘I’
1Wg.03 Use a capital letter for 'I', for proper nouns and to start some
sentences in more extended writing.
•
learning the grammar for year 1 in English
Appendix 2
Notes
1Wg.02 In more extended writing, end some sentences with a full stop.
The grammar for Year 1 is
listed in the rows below.
Word
•
Regular plural noun suffixes –s or –es [for
example, dog, dogs; wish, wishes], including the
effects of these suffixes on the meaning of the
noun
2Ww.06 Spell some words with common prefixes and suffixes, including -un, dis, -er, -est, -ful and -ly.
•
Suffixes that can be added to verbs where no
change is needed in the spelling of root words
(e.g. helping, helped, helper)
2Ww.05 Explore and use verbs with endings -s, -ed and -ing where no change
is needed to the root, and understand the effect on the meaning of a verb of
adding these endings.
•
How the prefix un– changes the meaning of verbs
and adjectives [negation, for example, unkind, or
undoing: untie the boat]
2Ww.06 Spell some words with common prefixes and suffixes, including -un, dis, -er, -est, -ful and -ly.
Sentence
•
How words can combine to make sentences
1Rg.03 Identify sentences in texts.
1Wg.04 Write simple sentences.
•
Joining words and joining clauses using and
1Rg.04 Explore in texts sentences that contain and.
1Wg.05 Use and to join words and clauses.
Text
•
V1 20Y09
Sequencing sentences to form short narratives
1Ws.01 Develop a simple sequence of known actions or events, e.g. by
ordering sentences and then adding to them.
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
21
National curriculum for England primary
English: Year 1
Cambridge Primary English learning objectives
Notes
Punctuation
•
Introduction to capital letters, full stops, question
marks and exclamation marks to demarcate
sentences
1Rg.02 Explore in texts, and understand, the use of full stops and different
uses of capital letters.
1Wg.01 Use a capital letter and full stop to start and end a sentence.
1Wg.02 In more extended writing, end some sentences with a full stop.
•
Capital letters for names and for the personal
pronoun I
1Rg.02 Explore in texts, and understand, the use of full stops and different
uses of capital letters.
1Wg.03 Use a capital letter for 'I', for proper nouns and to start some
sentences in more extended writing.
Terminology
letter, capital letter
word, singular, plural
Sentence
Punctuation, full stop, question mark, exclamation mark
1Rg.01 Re-read text showing understanding of capital letters and full stops to
indicate sentences, and simple grammatical links between words, e.g. [The girl]
[is playing] with [her ball].
1Rg.02 Explore in texts, and understand, the use of full stops and different
uses of capital letters
1Rg.03 Identify sentences in texts.
3Rg.02 Explore in texts, and understand, the use of exclamation marks.
4Wg.03 Use apostrophes for singular and plural possession.
V1 20Y09
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
22
Mapping for the national curriculum for England primary English: Year 2
National curriculum for England primary
English: Year 2
Cambridge Primary English learning objectives
Notes
Reading: word reading
Continue to apply phonic knowledge and skills as the
route to decode words until automatic decoding has
become embedded and reading is fluent
2Rw.05 Use phonic knowledge to decode unfamiliar words.
2Rw.01 Identify common ways in which graphemes can be pronounced
differently, e.g. how and low; hot and cold.
2Rw.02 Read words with split digraphs, e.g. made, like.
Read accurately by blending the sounds in words that
contain the graphemes taught so far, especially
recognising alternative sounds for graphemes
2Rw.01 Identify common ways in which graphemes can be pronounced
differently, e.g. how and low; hot and cold.
Read accurately words of two or more syllables that
contain the same graphemes as above
2Rw.06 Read multi-syllabic and compound words by segmenting them into
syllables.
Read words containing common suffixes
2Rw.03 Read words with common prefixes and suffixes, including un-, dis-,
re-, -er, -est, -ly, -y and -ful.
Read further common exception words, noting unusual
correspondences between spelling and sound and where
these occur in the word
2Ww.09 Spell a range of common exception words accurately.
Read most words quickly and accurately, without overt
sounding and blending, when they have been frequently
encountered
2Rw.04 Read familiar words quickly and accurately, usually without audible
sounding and blending.
Read aloud books closely matched to their improving
phonic knowledge, sounding out unfamiliar words
accurately, automatically and without undue hesitation
2SLp.01 Read familiar stories and poems aloud with fluency and expression.
Re-read these books to build up their fluency and
confidence in word reading.
2Rg.01 Show understanding of punctuation, including speech marks, and
simple grammar when re-reading text.
*2Rw.07 Extend the range of common words recognized on sight, including
homophones and near-homophones.
2SLp.02 Show awareness of speech marks when reading aloud.
Reading: comprehension
Develop pleasure in reading, motivation to read,
vocabulary and understanding by:
•
V1 20Y09
listening to, discussing and expressing views
about a wide range of contemporary and classic
*2Ri.02 Read and explore a range of simple stories and poems, including
identifying the contribution of any visual elements.
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
23
National curriculum for England primary
English: Year 2
poetry, stories and non-fiction at a level beyond
that at which they can read independently
Cambridge Primary English learning objectives
Notes
*2Ra.01 Enjoy reading and hearing a range of simple stories, poems and
non-fiction texts.
*2Ri.04 Read and explore a range of simple non-fiction text types.
2Ra.03 Discuss texts read or heard, including giving reasons for likes and
dislikes
•
discussing the sequence of events in books and
how items of information are related
1Rs.01 Talk about the sequence of events or actions in a text, e.g. what
happens at the beginning, in the middle and at the end of a story.
2Rs.01 Talk about the sequence of events or ideas in a text.
*2Rs.02 Explore and recognise the features of text structure in a range of
different fiction and non-fiction texts, including simple poems.
•
•
•
becoming increasingly familiar with and retelling a
wider range of stories, fairy stories and traditional
tales
1Ri.06 Retell a familiar story verbally, including most of the relevant
information.
being introduced to non-fiction books that are
structured in different ways
*1Rs.02 Explore and recognise the features of text structure in a range of
different fiction and non-fiction texts, including simple poems.
recognising simple recurring literary language in
stories and poetry
2Ri.07 Identify and use the main events to retell a story verbally.
2Rs.03 Explore and recognise organisational features that help the reader to
find information in texts, including subheadings and labelled diagrams.
The Cambridge learning
objective is more specific and
complex than the equivalent
in the England curriculum.
*2Ri.05 Begin to show awareness that different non-fiction text types have
different purposes and begin to identify their features.
The Cambridge learning
objective is more specific and
complex than the England
learning objective.
*2Ri.03 Identify the characteristics of simple stories.
‘characteristics’ could include
‘literary language’.
2Ri.16 Talk about patterns in simple stories and poems, e.g. rhyme,
repetition.
•
discussing and clarifying the meanings of words,
linking new meanings to known vocabulary
2Rv.01 Identify possible meanings of unfamiliar words encountered in
reading.
•
discussing their favourite words and phrases
*2Rv.02 Identify and record interesting and significant words from texts to
inform own writing.
•
continuing to build up a repertoire of poems learnt
by heart, appreciating these and reciting some,
2SLp.01 Read familiar stories and poems aloud with fluency and expression.
V1 20Y09
The highlighted text is a very
specific requirement of the
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
24
National curriculum for England primary
English: Year 2
Cambridge Primary English learning objectives
with appropriate intonation to make the meaning
clear
Notes
England curriculum, linked to
pedagogy.
Understand both the books that they can already read
accurately and fluently and those that they listen to by:
•
drawing on what they already know or on
background information and vocabulary provided
by the teacher
•
checking that the text makes sense to them as
they read and correcting inaccurate reading
•
•
*2Ri.06 Explore explicit meanings in simple texts.
2Ri.08 Describe story settings and characters.
making inferences on the basis of what is being
said and done
*2Ri.10 Explore implicit meanings in simple texts.
answering and asking questions
1Ri.12 Respond verbally to simple questions about texts read or heard.
2Ri.12 Make simple inferences based on what is said or done in a text.
*1Ri.13 Answer questions about texts with some explanation of thinking.
2Ri.13 Answer simple questions from reading a short text.
*2Ri.15 Answer questions about texts with some explanation of thinking.
1Wp.04 Record answers to simple questions about texts, e.g. in lists.
•
predicting what might happen on the basis of what
has been read so far
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
2Ri.11 Predict story endings.
2Ra.03 Discuss texts read or heard, including giving reasons for likes and
dislikes.
2SLs.01 Listen and respond appropriately, including recalling the main points.
*2SLg.01 Work with others in a group.
*2SLg.02 Show understanding of the opinions of others.
2SLg.03 During a discussion, respond in a way that is relevant to the task.
2SLg.04 Take turns in speaking, adding relevant information.
Explain and discuss their understanding of books, poems
and other material, both those that they listen to and those
that they read for themselves.
2Ra.03 Discuss texts read or heard, including giving reasons for likes and
dislikes
1Ra.05 Begin to make choices about books to read or listen to for pleasure.
V1 20Y09
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
25
National curriculum for England primary
English: Year 2
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum in England
Pupils should have opportunities to exercise choice in
selecting books and be taught how to do so.
Cambridge Primary English learning objectives
Notes
2Ra.04 Make choices about books to read for pleasure.
Writing: transcription
Spelling
Spell by:
•
segmenting spoken words into phonemes and
representing these by graphemes, spelling many
correctly
2Ww.01 Explore and use different spellings of common phonemes, including
long vowel phonemes, e.g. day, rain, made, great; apple, travel, metal.
2Ww.02 Explore and use spellings of words with split digraphs, e.g. made,
like.
2Ww.08 Use knowledge of phonemes and spelling patterns to spell a range
of common regular words correctly.
•
learning new ways of spelling phonemes for which
one or more spellings are already known, and
learn some words with each spelling, including a
few common homophones
2Ww.07 Explore and use words which sound the same but have different
spellings of long vowels (homophones), e.g. tail and tale, stare and stair, blew
and blue.
•
learning to spell common exception words
2Ww.04 Use common irregular plurals, e.g. mice, sheep.
2Ww.09 Spell a range of common exception words accurately.
•
learning to spell more words with contracted
forms
3Wg.02 Use apostrophes to mark omission of letters in shortened forms, e.g.
can’t, don’t.
•
learning the possessive apostrophe (singular) [for
example, the girl’s book]
4Wg.03 use apostrophes for singular and plural possession.
•
distinguishing between homophones and nearhomophones
2Ww.07 Explore and use words which sound the same but have different
spellings of long vowels (homophones), e.g. tail and tale, stare and stair, blew
and blue.
*3Rw.04 Extend the range of common words recognised on sight, including
homophones and near-homophones.
•
add suffixes to spell longer words, including –
ment, –ness, –ful, –less, –ly
Write from memory simple sentences dictated by the
teacher that include words using the GPCs, common
V1 20Y09
2Ww.06 Spell some words with common prefixes and suffixes, including un-,
dis-, -er, -est, -ful and -ly.
Cambridge does not specify
pedagogical approaches in
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
26
National curriculum for England primary
English: Year 2
Cambridge Primary English learning objectives
exception words and punctuation taught so far.
Notes
the learning objectives.
Apply spelling rules and guidance (as listed in English
Appendix 1):
•
the /dʒ/ sound spelt as ge and dge at the end of
words, and sometimes spelt as g elsewhere in
words before e, i and y
3Ww.01 Explore and use common ways in which consonant phonemes can be
represented, e.g. jar, giraffe, age, bridge; cat, kitten, brick.
•
the /s/ sound spelt c before e, i and y
2Ww.01 Explore and use different spellings of common phonemes, including
long vowel phonemes, e.g. day, rain, made, great; apple, travel, metal.
•
the /n/ sound spelt kn and (less often) gn at the
beginning of words
4Ww.01 Explore and use silent letters (e.g. knife, lamb) and different spellings
of words with vowel phonemes (e.g. short vowel phoneme: umbrella, young
and love (‘o’ before ‘v’); long vowel phonemes after ‘w’: want, war, water,
word).
•
the /r/ sound spelt wr at the beginning of words
2Ww.01 Explore and use different spellings of common phonemes, including
long vowel phonemes, e.g. day, rain, made, great; apple, travel, metal.
•
the /l/ or /əl/ sound spelt –le at the end of words
2Ww.01 Explore and use different spellings of common phonemes, including
long vowel phonemes, e.g. day, rain, made, great; apple, travel, metal.
•
the /l/ or /əl/ sound spelt –el at the end of words
2Ww.01 Explore and use different spellings of common phonemes, including
long vowel phonemes, e.g. day, rain, made, great; apple, travel, metal.
•
the /l/ or /əl/ sound spelt –al at the end of words
2Ww.01 Explore and use different spellings of common phonemes, including
long vowel phonemes, e.g. day, rain, made, great; apple, travel, metal.
•
words ending –il
2Ww.01 Explore and use different spellings of common phonemes, including
long vowel phonemes, e.g. day, rain, made, great; apple, travel, metal.
•
the /aɪ/ sound spelt –y at the end of words
2Ww.01 Explore and use different spellings of common phonemes, including
long vowel phonemes, e.g. day, rain, made, great; apple, travel, metal.
•
adding –es to nouns and verbs ending in –y
1Ww.04 Explore and use plural nouns with endings -s and -es, and understand
the effect on the meaning of a noun of adding these endings.
4Ww.02 Explore and use spelling patterns for pluralisation, including -s, -es, y/ies and f/ves.
•
adding –ed, –ing, –er and –est to a root word
ending in –y with a consonant before it
2Wg.07 Begin to use suffixes -s, -ing and -ed appropriately for present and
past verb forms in sentences.
•
adding the endings –ing, –ed, –er, –est and –y to
2Wg.07 Begin to use suffixes -s, -ing and -ed appropriately for present and
past verb forms in sentences.
V1 20Y09
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
27
National curriculum for England primary
English: Year 2
Cambridge Primary English learning objectives
words ending in –e with a consonant before it
3Ww.02 Use recognition of long and short vowel sounds and spelling rules to
add -s, -ed and -ing to verbs including omitting -e before -ing and doubling
consonants where necessary.
•
adding –ing, –ed, –er, –est and –y to words of one
syllable ending in a single consonant letter after a
single vowel letter
3Ww.02 Use recognition of long and short vowel sounds and spelling rules to
add -s, -ed and -ing to verbs including omitting -e before -ing and doubling
consonants where necessary.
•
the /ɔ:/ sound spelt a before l and ll
2Ww.01 Explore and use different spellings of common phonemes, including
long vowel phonemes, e.g. day, rain, made, great; apple, travel, metal.
•
the /ʌ/ sound spelt o
2Ww.01 Explore and use different spellings of common phonemes, including
long vowel phonemes, e.g. day, rain, made, great; apple, travel, metal.
•
the /i:/ sound spelt –ey
2Ww.01 Explore and use different spellings of common phonemes, including
long vowel phonemes, e.g. day, rain, made, great; apple, travel, metal.
•
the /ɒ/ sound spelt a after w and qu
2Ww.01 Explore and use different spellings of common phonemes, including
long vowel phonemes, e.g. day, rain, made, great; apple, travel, metal.
•
the /ɜ:/sound spelt or after w
2Ww.01 Explore and use different spellings of common phonemes, including
long vowel phonemes, e.g. day, rain, made, great; apple, travel, metal.
•
the /ɔ:/sound spelt ar after w
4Ww.01 Explore and use silent letters (e.g. knife, lamb) and different spellings
of words with vowel phonemes (e.g. short vowel phoneme: umbrella, young
and love (‘o’ before ‘v’); long vowel phonemes after ‘w’: want, war, water,
word).
•
the /ʒ/ sound spelt s
2Ww.01 Explore and use different spellings of common phonemes, including
long vowel phonemes, e.g. day, rain, made, great; apple, travel, metal.
•
the suffixes –ment, –ness, –ful , –less and –ly
2Ww.06 Spell some words with common prefixes and suffixes, including un-,
dis-, -er, -est, -ful and -ly.
•
contractions
3Wg.02 Use apostrophes to mark omission of letters in shortened forms, e.g.
can’t, don’t.
•
the possessive apostrophe (singular nouns)
3Wg.02 Use apostrophes to mark omission of letters in shortened forms, e.g.
can’t, don’t.
•
words ending in –tion
4Ww.03 Spell words with a range of common prefixes and suffixes including
trans-, pre-, -ion, -ation and -ous.
•
homophones and near-homophones
2Ww.07 Explore and use words which sound the same but have different
spellings of long vowel (homophones), e.g. tale and tail, stare and stair, blew
and blue.
•
common exception words
2Ww.09 Spell a range of common exception words accurately.
V1 20Y09
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
Notes
28
National curriculum for England primary
English: Year 2
Cambridge Primary English learning objectives
Notes
Handwriting
Form lower-case letters of the correct size relative to one
another
2Wp.01 Ensure consistency in formation, size and proportion of letters and
the spacing of words.
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
2Wp.02 Know how to join letters and which letters are best left unjoined.
Write capital letters and digits of the correct size,
orientation and relationship to one another and to lower
case letters
1Wp.02 Form lower-case and upper-case letters correctly.
Use spacing between words that reflects the size of the
letters.
2Wp.01 Ensure consistency in formation, size and proportion of letters and
the spacing of words.
1Wp.03 Join some letters, including to support multi-letter graphemes.
Writing: composition
Develop positive attitudes towards and stamina for writing
by:
•
writing narratives about personal experiences and
those of others (real and fictional)
*2Wc.01 Begin to write simple stories and poems, including using the
structures of familiar stories and poems.
.
2Wc.03 Include simple descriptions of settings and characters when writing
stories
2Ws.01 Write a sequence of events or ideas, including stories with a
beginning, middle and end.
•
writing about real events
2Wc.05 Include additional information to develop some ideas when writing
non-fiction texts
1Wc.05 Include some relevant information when writing simple non-fiction texts
in familiar real-life contexts
•
writing poetry
*2Wc.01 Begin to write simple stories and poems, including using the
structures of familiar stories and poems.
•
writing for different purposes
*2Wc.04 Begin to write for a purpose using basic language and features
appropriate for the text type.
*1Wc.04 Begin to write for a purpose using basic language and features
appropriate for the text type.
Consider what they are going to write before beginning
by:
V1 20Y09
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
29
National curriculum for England primary
English: Year 2
Cambridge Primary English learning objectives
•
planning or saying out loud what they are going to
write about
2Wc.02 Plan writing through discussion, e.g. talking about the setting and
characters before writing a story.
•
writing down ideas and/or key words, including
new vocabulary
*2Wv.01 Use vocabulary relevant to a familiar topic.
Notes
*1Wv.01 Use vocabulary relevant to a familiar topic.
2Wv.04 Choose and use interesting words and phrases, including to describe
people and places.
*1Wv.03 Use own lists of interesting and significant words to extend the
range of vocabulary used in written work.
*2Wv.05 Use own lists of interesting and significant words to extend the
range of vocabulary used in written work.
1Wc.05 Include some relevant information when writing simple non-fiction
texts in familiar real-life contexts
•
encapsulating what they want to say, sentence by
sentence
2Wc.02 Plan writing through discussion, e.g. talking about the setting and
characters before writing a story.
3Wc.02 Plan and record main points and ideas before writing.
Make simple additions, revisions and corrections to their
own writing by:
•
evaluating their writing with the teacher and other
pupils
2Wp.05 Read own writing to others and share ideas for improvements.
•
re-reading to check that their writing makes sense
and that verbs to indicate time are used correctly
and consistently, including verbs in the continuous
form
2Rv.05 Explore different ways of beginning sentences in texts, including using
language of time.
•
proof-reading 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.
2Wp.06 Begin to proofread for errors by re-reading own writing aloud (e.g.
sentence punctuation, verb forms).
2Wp.06 Begin to proofread for errors by re-reading own writing aloud (e.g.
sentence punctuation, verb forms).
2SLp.01 Read familiar stories and poems aloud with fluency and expression.
2Wp.06 Begin to proofread for errors by re-reading own writing aloud (e.g.
sentence punctuation, verb forms).
3SLp.01 Read aloud with expression appropriate to the meaning and sound of
the words.
Writing: vocabulary, grammar and punctuation
V1 20Y09
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
30
National curriculum for England primary
English: Year 2
Cambridge Primary English learning objectives
Notes
Develop their understanding of the concepts set out in
English Appendix 2 by:
•
Learning how to use both familiar and new
punctuation correctly (see English Appendix 2),
including full stops, capital letters, exclamation
marks, question marks, commas for lists and
apostrophes for contracted forms and the
possessive (singular)
2Wg.01 Use capital letters, full stops and question marks correctly in simple
sentences.
2Wg.02 Explore and use commas to separate items in lists.
3Wg.01 Use full stops, question marks and exclamation marks correctly in
different types of sentences.
3Wg.02 Use apostrophes to mark omission of letters in shortened forms, e.g.
can’t, don’t.
Learn how to use:
•
sentences with different forms: statement,
question, exclamation, command
2Wg.04 Write clear statements, commands/instructions and questions.
•
expanded noun phrases to describe and specify
[for example, the blue butterfly]
2Rg.05 Explore in texts examples of nouns and noun phrases, including use
of common adjectives and simple quantifiers (e.g. some, most, all).
•
the present and past tenses correctly and
consistently including the progressive form
3Rg.11 Identify common irregular verb forms in the past tense and relate them
to the present tense.
•
subordination (using when, if, that, or because)
and co-ordination (using or, and, or but)
2Wg.05 Write simple sentences, and multi-clause sentences using and, but,
or.
3Wg.04 Use different types of sentences and their grammar appropriately
(statements, commands/instructions, questions and exclamations.)
2Wg.06 Begin to write multi-clause sentences using simple connectives, e.g.
because, if, when.
•
the grammar for year 2 in English Appendix 2
•
some features of written Standard English
The grammar for Year 2 is
listed in the rows below.
1Rg.05 Explore in texts, and understand, the grammar of statements, including
the importance of verbs and word order.
2Wg.09 Use pronouns in writing, and ensure grammatical agreement of nouns
and pronouns with verbs.
Use and understand the grammatical terminology in
English Appendix 2 in discussing their writing.
The grammar for Year 2 is
listed in the rows below.
Word
Formation of nouns using suffixes such as –ness, –er and
by compounding [for example, whiteboard, superman]
V1 20Y09
2Ww.06 Spell some words with common prefixes and suffixes, including un-,
dis-, -er, -est, -ful and -ly.
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
31
National curriculum for England primary
English: Year 2
Cambridge Primary English learning objectives
Notes
1Rg.06 Explore in texts examples of nouns and verbs.
Formation of adjectives using suffixes such as –ful, –less
(A fuller list of suffixes can be found on page 46 in the
year 2 spelling section in English Appendix 1)
Use of the suffixes –er, –est in adjectives and the use of –
ly in Standard English to turn adjectives into adverbs
2Rv.04 Explore and comment on sounds and words in texts, including
adjectives.
2Ww.06 Spell some words with common prefixes and suffixes, including un-,
dis-, -er, -est, -ful and -ly.
2Wg.10 Use common adjectives appropriately in sentences, including simple
comparative and superlative forms.
2Ww.06 Spell some words with common prefixes and suffixes, including un-,
dis-, -er, -est, -ful and -ly.
Sentence
Subordination (using when, if, that, because) and coordination (using or, and, but)
2Rg.03 Explore in texts sentences that contain and, but, because, if, when.
2Wg.06 Begin to write multi-clause sentences using simple connectives, e.g.
because, if, when.
5Rg.02 Recognise different clauses within sentences and the connectives
that link them
Expanded noun phrases for description and specification
[for example, the blue butterfly, plain flour, the man in the
moon]
2Rg.05 Explore in texts examples of nouns and noun phrases, including use
of common adjectives and simple quantifiers (e.g. some, most, all).
How the grammatical patterns in a sentence indicate its
function as a statement, question, exclamation or
command
2Rg.04 Explore in texts, and understand, the grammar of
commands/instructions and questions.
2Wg.04 Write clear statements, commands/instructions and questions.
1Rg.05 Explore in texts, and understand, the grammar of statements,
including the importance of verbs and word order.
3Rg.05 Explore in texts, and understand, the grammar and purpose of
different types of sentences (statements, commands/instructions, questions
and exclamations).
Text
Correct choice and consistent use of present tense and
past tense throughout writing
2Wg.09 Use pronouns in writing, and ensure grammatical agreement of nouns
and pronouns with verbs.
3Wg.06 Use regular present and past verb forms accurately and consistently
V1 20Y09
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
32
National curriculum for England primary
English: Year 2
Cambridge Primary English learning objectives
Notes
across a text.
3Wg.07 Use common irregular verb forms accurately in the past tense.
3Rg.11 Identify common irregular verb forms in the past tense and relate them
to the present tense.
Use of the progressive form of verbs in the present and
past tense to mark actions in progress [for example, she
is drumming, he was shouting]
The Cambridge curriculum
only refers to past, present
and future forms of verbs.
Punctuation
Use of capital letters, full stops, question marks and
exclamation marks to demarcate sentences
2Rg.01 Show understanding of punctuation, including speech marks, and
simple grammar when re-reading text.
2Rg.02 Explore in texts, and understand, the differences in use of full stops
and question marks.
2Wg.01 Use capital letters, full stops and question marks correctly in simple
sentences.
Commas to separate items in a list
2Wg.02 Explore and use commas to separate items in lists.
Apostrophes to mark where letters are missing in spelling
and to mark singular possession in nouns [for example,
the girl’s name]
3Rg.03 Explore in texts, and understand, the use of apostrophes to mark
omission of letters in shortened forms, e.g. can't, don't
3Rw.02 Read words with an apostrophe to mark omission of letters, e.g.
can't, don't.
3Wg.02 Use apostrophes to mark omission of letters in shortened forms, e.g.
can’t, don’t.
Terminology
noun, noun phrase
statement, question, exclamation, command
adjective, adverb, verb
tense, (past, present)
apostrophe, comma
2Rg.05 Explore in texts examples of nouns and noun phrases, including use of
common adjectives and simple quantifiers (e.g. some, most, all).
3Rg.05 Explore in texts, and understand, the grammar and purpose of different
types of sentences (statements, commands/instructions, questions and
exclamations).
3Rg.07 Explore the purpose and grammar of nouns, verbs and adjectives in
sentences.
3Rg.08 Identify nouns, pronouns, verbs and adjectives in texts.
3Rg.10 Explore and identify past and present verb forms in texts, including
irregular verbs.
V1 20Y09
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
33
National curriculum for England primary
English: Year 2
Cambridge Primary English learning objectives
Notes
3Wg.06 Use regular present and past verb forms accurately and consistently
across a text.
4Rg.02 Explore in texts, and understand, the use of commas and
apostrophes.
4Rg.08 Identify adverbs in texts.
V1 20Y09
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
34
Mapping for the national curriculum for England primary English: Years 3 to 4
National curriculum for England primary
English: Years 3 to 4
Cambridge Primary English learning objectives
Stage 3
Stage 4
Notes
Reading: word reading
Apply their growing knowledge of root words, prefixes and
suffixes (etymology and morphology) as listed in English
Appendix 1, both to read aloud and to understand the
meaning of new words they meet
3Rw.03 Use effective strategies to
read unfamiliar words, including using
phonic knowledge, segmenting and
contextual information.
4Rw.01 Use effective strategies to
read unfamiliar words accurately
and confidently, including using
phonic, morphological and
grammatical knowledge,
segmenting and contextual
information.
4Rv.02 Explore words with common
roots and compare their meanings.
Read further exception words, noting the unusual
correspondences between spelling and sound, and where
these occur in the word.
3Rw.01 Identify less common ways in
which graphemes can be
pronounced, e.g. young, could; move,
love.
3Rw.03 Use effective strategies to
read unfamiliar words, including using
phonic knowledge, segmenting and
contextual information.
4Rw.01 Use effective strategies to
read unfamiliar words accurately
and confidently, including using
phonic, morphological and
grammatical knowledge,
segmenting and contextual
information.
Reading: comprehension
Develop positive attitudes to reading and understanding of
what they read by:
•
V1 20Y09
listening to and discussing a wide range of fiction,
poetry, plays, non-fiction and reference books or
textbooks
*3Ri.02 Read and explore a range of
fiction genres, poems and playscripts,
including identifying the contribution
of any visual elements or multimedia.
*4Ri.02 Read and explore a range
of fiction genres, poems and
playscripts, including identifying the
contribution of any visual elements
or multimedia
3Ri.04 Read and explore a range of
non-fiction text types.
*4Ri.04 Read and explore a range
of non-fiction text types.
*3Ra.01 Enjoy independent and
shared reading of fiction genres,
poems, playscripts and non-fiction
texts.
*4Ra.01 Enjoy independent and
shared reading of fiction genres,
poems, playscripts and non-fiction
texts.
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
35
National curriculum for England primary
English: Years 3 to 4
•
reading books that are structured in different ways
and reading for a range of purposes
Cambridge Primary English learning objectives
Stage 3
*3Rs.02 Explore and recognise the
key features of text structure in a
range of different fiction and nonfiction texts, including poems and
playscripts.
Stage 4
Notes
4Ri.05 Identify, discuss and
compare the purposes and features
of different non-fiction text types,
including how texts persuade the
reader.
3Rs.03 Explore and recognise
different ways that information is
organised in texts, including
paragraphs, sections and chapters,
and bulleted and numbered lists.
1Rs.04 Explore and recognise how
texts for different purposes look
different, e.g. different uses of
pictures.
*2Rs.02 Explore and recognise the
features of text structure in a range of
different fiction and non-fiction texts,
including simple poems.
*1Ri.04 Begin to show awareness
that different non-fiction text types
have different purposes and begin to
identify their features.
*2Ri.05 Begin to show awareness
that different non-fiction text types
have different purposes and begin to
identify their features.
•
using dictionaries to check the meaning of words
that they have read
3Rv.03 Use the initial two letters to
organise words in alphabetical order,
and to locate words in dictionaries
and glossaries.
4Rv.04 Use as many initial letters
as necessary to organise words in
alphabetical order, and to locate
words in dictionaries and glossaries.
2Rv.03 Use the initial letter to
organise words in alphabetical order,
and to locate words in simple
dictionaries and glossaries
V1 20Y09
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
36
National curriculum for England primary
English: Years 3 to 4
•
increasing their familiarity with a wide range of
books, including fairy stories, myths and legends,
and retelling some of these orally
Cambridge Primary English learning objectives
Stage 3
Stage 4
*3Ri.02 Read and explore a range of
fiction genres, poems and playscripts,
including identifying the contribution
of any visual elements or multimedia.
*4Ri.02 Read and explore a range
of fiction genres, poems and
playscripts, including identifying the
contribution of any visual elements
or multimedia.
*3Ri.03 Identify, discuss and
compare different fiction genres and
their typical characteristics.
*4Ri.03 Identify, discuss and
compare different fiction genres and
their typical characteristics.
Notes
1Ri.06 Retell a familiar story verbally,
including most of the relevant
information.
2Ri.07 Identify and use the main
events to retell a story verbally.
•
•
identifying themes and conventions in a wide
range of books
preparing poems and play scripts to read aloud
and to perform, showing understanding through
intonation, tone, volume and action
*3Ri.05 Identify, discuss and compare
the purposes and features of different
non-fiction text types, including how
texts engage the reader.
4Ri.05 Identify, discuss and
compare the purposes and features
of different non-fiction text types,
including how texts persuade the
reader
3Ri.17 Recognise the theme of a
text, and common themes in different
texts.
4Ri.16 Recognise, compare and
contrast the themes and features of
texts.
*3Ri.02 Read and explore a range of
fiction genres, poems and playscripts,
including identifying the contribution
of any visual elements or multimedia.
*4Ri.02 Read and explore a range
of fiction genres, poems and
playscripts, including identifying the
contribution of any visual elements
or multimedia.
3SLp.01 Read aloud with expression
appropriate to the meaning and
sound of the words.
4SLp.01 Read aloud with
expression, adapting the pace and
volume appropriate to the content.
3SLp.02 Show awareness of different
voices when reading aloud.
4SLp.02 Read aloud with accuracy
and fluency, showing awareness of
punctuation.
3SLp.03 Use knowledge of
punctuation and grammar to read
familiar texts with accuracy.
V1 20Y09
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
37
National curriculum for England primary
English: Years 3 to 4
Cambridge Primary English learning objectives
Stage 3
•
discussing words and phrases that capture the
reader’s interest and imagination
3Rv.04 Explore and comment on
words in texts that make an impact on
the reader, including noun phrases
and adjectives.
•
recognising some different forms of poetry [for
example, free verse, narrative poetry]
*3Rs.02 Explore and recognise the
key features of text structure in a
range of different fiction and non-fiction
texts, including poems and playscripts.
Stage 4
Notes
*4Rv.03 Identify and record
interesting and significant words,
and synonyms, from texts to inform
own writing.
Understand what they read, in books they can read
independently, by:
•
checking that the text makes sense to them,
discussing their understanding and explaining the
meaning of words in context
*3Ri.06 Explore explicit meanings in
a range of texts.
*4Ri.06 Explore explicit meanings in
a range of texts.
3Rv.01 Deduce the meanings of
unfamiliar words from their context.
4Rg.01 Use knowledge of
punctuation and grammar to read
unfamiliar texts with understanding.
3Rg.01 Use knowledge of
punctuation and grammar to read
familiar texts with understanding.
•
asking questions to improve their understanding
of a text
3SLs.02 Ask questions about what is
heard or read that demonstrate
understanding of the main points.
•
drawing inferences such as inferring characters’
feelings, thoughts and motives from their actions,
and justifying inferences with evidence
*3Ri.10 Explore implicit meanings in
a range of texts.
*4Ri.09 Explore implicit meanings in
a range of texts.
3Ri.12 Make inferences from texts,
including about the feelings, thoughts
and motives of story characters.
4Ri.11 Make inferences from texts,
including about story settings and
characters.
3Ri.08 Explain how settings and
characters are developed in stories.
•
predicting what might happen from details stated
and implied
3Ri.11 Predict story endings based
on knowledge of other stories.
4Ri.10 Predict what happens next in
a story based on previous events in
the story.
•
identifying main ideas drawn from more than one
paragraph and summarising these
3Ri.07 Identify the main points or gist
from reading a text.
4Ri.07 Identify key words and
phrases that establish the main
points in a text.
V1 20Y09
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
38
National curriculum for England primary
English: Years 3 to 4
Cambridge Primary English learning objectives
Stage 3
Notes
Stage 4
6Ri.07 Summarise explicit meaning
drawn from more than one point in
the text.
•
identifying how language, structure, and
presentation contribute to meaning
3Rv.07 Identify simple figurative
language in texts, including sound
effects and simple onomatopoeia.
4Rv.07 Identify and recognise
meaning of figurative language in
texts, including alliteration and
similes, e.g. as … as …
3Rv.05 Explore and comment on how
a writer's choice of verbs to introduce
and conclude dialogue enhances the
meaning.
4Rv.08 Comment on the impact of
figurative language in texts,
including alliteration and similes.
3Rv.06 Explore how different
sentence openings are used for
different purposes, including time,
place and manner, e.g. Later that
day, …; In the distance, …; Slowly
and carefully, …
4Rv.05 Explore and comment on
how a writer's choice of words,
including verbs, strengthens the
impact on the reader, e.g. rushed
instead of went.
3Rs.01 Explore and describe how
events or ideas in a text relate to
earlier or later events or ideas.
4Rv.06 Explore and comment on
how a writer's choice of words,
including adjectives and adverbs,
enhances the meaning (shades of
meaning).
*3Rs.02 Explore and recognise the
key features of text structure in a
range of different fiction and nonfiction texts, including poems and
playscripts.
4Rs.01 Explore and describe the
main stages in a text from
introduction to conclusion.
3Rs.03 Explore and recognise
different ways that information is
organised in texts, including
paragraphs, sections and chapters,
and bulleted and numbered lists.
*4Rs.02 Explore and recognise the
key features of text structure in a
range of different fiction and nonfiction texts, including poems and
playscripts.
.
4Rs.03 Explore and recognise how
ideas are organised in paragraphs
and sections.
V1 20Y09
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
39
National curriculum for England primary
English: Years 3 to 4
Cambridge Primary English learning objectives
Stage 3
Stage 4
Notes
4Rs.04 Explore and recognise how
points are sequenced and linked to
develop ideas within and between
paragraphs.
Retrieve and record information from non-fiction
Participate in discussion about both books that are read to
them and those they can read for themselves, taking turns
and listening to what others say.
3Ri.14 Scan a text to find and use
specific information to answer a
question.
4Ri.13 Skim to gain an overall
sense of a text.
3Ri.15 Locate relevant information in
texts, including using an index.
4Ri.14 Locate and use relevant
information from a text to answer
questions.
3Ra.03 Share a review of a text,
summarising what it is about and
expressing opinions about it.
4Ra.03 Develop preferences about
favourite books and share
recommendations with others.
4Ra.02 Express personal
responses to texts, including linking
characters, settings and events to
personal experience.
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum in England
Pupils should also have opportunities to exercise choice in
selecting books and be taught how to do so, with teachers
making use of any library services and expertise to
support this.
3Ra.04 Make choices about books to
read for pleasure, including based on
blurbs and reviews.
2Ri.14 Locate relevant information in
texts, including using a contents page.
Subject content – Writing: transcription
Spelling
Spell further homophones
3Ww.04 Spell common homophones
correctly to match their meaning,
including to, two, too and right, write.
Place the possessive apostrophe accurately in words with
regular plurals [for example, girls’, boys’] and in words
with irregular plurals [for example, children’s]
Use the first two or three letters of a word to check its
spelling in a dictionary
V1 20Y09
4Ww.05 Spell common
homophones correctly to match
their grammatical purpose, including
they’re, their, there.
4Wg.03 Use apostrophes for singular
and plural possession.
*3Ww.06 Use paper-based and onscreen tools to find the correct
*4Ww.09 Use paper-based and onscreen tools to find the correct
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
40
National curriculum for England primary
English: Years 3 to 4
Cambridge Primary English learning objectives
Stage 3
spelling of words; keep and use
spelling logs of misspelt words, and
identify words that need to be
learned.
spelling of words; keep and use
spelling logs of misspelt words, and
identify words that need to be
learned.
Write from memory simple sentences, dictated by the
teacher, that include words and punctuation taught so far.
Use further prefixes and suffixes and understand how to
add them (English Appendix 1):
Notes
Stage 4
Cambridge does not specify
pedagogical approaches in
the learning objectives.
3Ww.03 Spell words with a range of
common prefixes and suffixes,
including re-, in-, -ment, -ness and less.
4Ww.03 Spell words with a range of
common prefixes and suffixes,
including trans-, pre-, -ion, -ation
and -ous.
•
adding suffixes beginning with vowel letters to
words of more than one syllable
3Ww.03 Spell words with a range of
common prefixes and suffixes,
including re-, in-, -ment, -ness and less.
4Ww.03 Spell words with a range of
common prefixes and suffixes,
including trans-, pre-, -ion, -ation
and -ous.
•
more prefixes
3Ww.03 Spell words with a range of
common prefixes and suffixes,
including re-, in-, -ment, -ness and less.
4Ww.03 Spell words with a range of
common prefixes and suffixes,
including trans-, pre-, -ion, -ation
and -ous.
•
the suffix –ation
3Ww.03 Spell words with a range of
common prefixes and suffixes,
including re-, in-, -ment, -ness and less.
4Ww.03 Spell words with a range of
common prefixes and suffixes,
including trans-, pre-, -ion, -ation
and -ous.
•
the suffix –ly
3Ww.03 Spell words with a range of
common prefixes and suffixes,
including re-, in-, -ment, -ness and less.
4Ww.03 Spell words with a range of
common prefixes and suffixes,
including trans-, pre-, -ion, -ation
and -ous.
5Ww.03 Explore and use rules for
single and double consonants, e.g.
full, -ful, -fully.
•
words with endings sounding like /ʒə/or/tʃə/
5Ww.01 Explore and use spellings
of unstressed vowel phonemes at
the end of words, e.g. /з:/ (‘er’) at
the end of butter, /i:/ ('ee’) at the
end of city.
•
endings which sound like / ən ʒ/
6Ww.02 Explore and spell words with
V1 20Y09
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
41
National curriculum for England primary
English: Years 3 to 4
Cambridge Primary English learning objectives
Stage 3
Stage 4
Notes
different suffixes but similar
pronunciation, e.g. -tion, -cian, -sion,
-ssion; -ance, -ence.
•
the suffix –ous
•
endings which sound like /ʃən/, spelt –tion, –sion,
–ssion, –cian
6Ww.02 Explore and spell words
with different suffixes but similar
pronunciation, e.g. -tion, -cian, sion, -ssion; -ance, -ence.
•
words ending with the /g/ sound spelt –gue and
the /k/ sound spelt –que (French in origin)
6Ww.01 Explore and use different
ways of representing consonants,
e.g. -ck, -k, -ke, -que or -ch for /k/; ch or -tch for /ʧ/; j-, g- or -dge for
/ʤ/.
3Ww.03 Spell words with a range of
common prefixes and suffixes,
including re-, in-, -ment, -ness and less.
4Ww.03 Spell words with a range of
common prefixes and suffixes,
including trans-, pre-, -ion, -ation
and -ous.
Spell words that are often misspelt (English Appendix 1):
•
the /ɪ/ sound spelt y elsewhere than at the end of
words
4Ww.08 use effective strategies,
including segmenting, spelling rules,
visual memory and mnemonics, to
spell a range of unfamiliar regular
and exception words correctly.
*4Ww.09 Use paper-based and onscreen tools to find the correct
spelling of words; keep and use
spelling logs of misspelt words, and
identify words that need to be
learned.
•
the /ʌ/ sound spelt ou
4Ww.08 use effective strategies,
including segmenting, spelling rules,
visual memory and mnemonics, to
spell a range of unfamiliar regular
and exception words correctly.
*4Ww.09 Use paper-based and onscreen tools to find the correct
spelling of words; keep and use
V1 20Y09
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
42
National curriculum for England primary
English: Years 3 to 4
Cambridge Primary English learning objectives
Stage 3
Stage 4
Notes
spelling logs of misspelt words, and
identify words that need to be
learned.
•
words with the /k/ sound spelt ch (Greek in origin)
4Ww.08 use effective strategies,
including segmenting, spelling rules,
visual memory and mnemonics, to
spell a range of unfamiliar regular
and exception words correctly.
*4Ww.09 Use paper-based and onscreen tools to find the correct
spelling of words; keep and use
spelling logs of misspelt words, and
identify words that need to be
learned.
•
words with the /ʃ/ sound spelt ch (mostly French in
origin)
4Ww.08 use effective strategies,
including segmenting, spelling rules,
visual memory and mnemonics, to
spell a range of unfamiliar regular
and exception words correctly.
*4Ww.09 Use paper-based and onscreen tools to find the correct
spelling of words; keep and use
spelling logs of misspelt words, and
identify words that need to be
learned.
•
words with the /s/ sound spelt sc (Latin in origin)
4Ww.08 use effective strategies,
including segmenting, spelling rules,
visual memory and mnemonics, to
spell a range of unfamiliar regular
and exception words correctly.
*4Ww.09 Use paper-based and onscreen tools to find the correct
spelling of words; keep and use
spelling logs of misspelt words, and
identify words that need to be
learned.
V1 20Y09
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
43
National curriculum for England primary
English: Years 3 to 4
•
Cambridge Primary English learning objectives
Stage 3
words with the /eɪ/ sound spelt ei, eigh, or ey
Stage 4
Notes
4Ww.08 use effective strategies,
including segmenting, spelling rules,
visual memory and mnemonics, to
spell a range of unfamiliar regular
and exception words correctly.
*4Ww.09 Use paper-based and onscreen tools to find the correct
spelling of words; keep and use
spelling logs of misspelt words, and
identify words that need to be
learned.
•
possessive apostrophe with plural words
•
homophones and near-homophones
4Wg.03 Use apostrophes for singular
and plural possession.
3Ww.04 Spell common homophones
correctly to match their meaning,
including to, two, too and right, write.
*4Rw.03 Extend the range of
common words recognized on sight,
including homophones and near
homophones.
Handwriting
Use the diagonal and horizontal strokes that are needed
to join letters and understand which letters, when adjacent
to one another, are best left unjoined
3Wp.01 Begin to write legibly and
fluently.
Increase the legibility, consistency and quality of their
handwriting [for example, by ensuring that the
downstrokes of letters are parallel and equidistant; that
lines of writing are spaced sufficiently so that the
ascenders and descenders of letters do not touch].
3Wp.01 Begin to write legibly and
fluently.
4Wp.01 Write legibly, fluently and
with increasing speed.
Writing: composition
Plan their writing by:
•
V1 20Y09
discussing writing similar to that which they are
planning to write in order to understand and learn
from its structure, vocabulary and grammar
*3Wc.01 Develop creative writing in a
range of different genres of fiction
and types of poems.
*4Wc.01 Develop creative writing in
a range of different genres of fiction
and types of poems.
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
44
National curriculum for England primary
English: Years 3 to 4
Cambridge Primary English learning objectives
Stage 3
*3Wc.06 Develop writing of a range
of text types for a specified audience,
using appropriate content and
language.
Stage 4
Notes
*4Wc.09 Develop writing of a range
of text types for a specified
audience, using appropriate content
and language.
1Wv.02 Begin to use some formulaic
language, e.g. Once upon a time…
•
discussing and recording ideas
3Wc.02 Plan and record main points
and ideas before writing.
4Wc.02 Explore and use different
ways of planning to inform writing
for particular purposes.
4Wc.03 Write character profiles to
inform story writing.
4Wc.05 Write alternative beginnings
and endings for stories.
4Wp.02 Make short notes to record
information from a text and use
them to inform writing.
Draft and write by:
•
composing and rehearsing sentences orally
(including dialogue), progressively building a
varied and rich vocabulary and an increasing
range of sentence structures (English Appendix 2)
*3Wv.01 Use specialised vocabulary
accurately to match a familiar topic.
*4Wv.01 Use specialised
vocabulary accurately to match a
familiar topic.
3Wv.02 Explore and use synonyms
for high frequency words, e.g. big,
little, good.
4Wv.02 Explore and use
alternatives for overused words and
phrases.
3Wv.03 Explore and use different
verbs for introducing and concluding
dialogue, e.g. said, asked.
4Wv.04 Choose and use words
(including verbs, e.g. rushed instead
of went) to strengthen the impact of
writing.
*3Wv.07 Use own lists of interesting
and significant words, dictionaries
and thesauruses to extend the range
of vocabulary used in written work.
4Wv.03 Explore shades of meaning
in adjectives and adverbs (e.g.
tepid, warm, hot), and use them
appropriately in own writing.
*4Wv.06 Use own lists of interesting
and significant words, dictionaries
and thesauruses to extend the
V1 20Y09
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
45
National curriculum for England primary
English: Years 3 to 4
Cambridge Primary English learning objectives
Stage 3
Stage 4
Notes
range of vocabulary used in written
work.
•
organising paragraphs around a theme
3Ws.02 Begin to organise similar
ideas in paragraphs and sections.
4Ws.02 Use paragraphs and
sections consistently to organise
ideas.
3Ws.01 Write a logical sequence of
events or ideas, e.g. to develop the
plot of a story.
4Ws.01 Develop a logical sequence
of ideas, making relationships
between them clear.
2Ws.02 Group together sentences
related to similar ideas.
•
•
in narratives, creating settings, characters and
plot
in non-narrative material, using simple
organisational devices [for example, headings and
sub-headings]
*3Wc.01 Develop creative writing in a
range of different genres of fiction
and types of poems.
*4Wc.01 Develop creative writing in a
range of different genres of fiction
and types of poems.
3Wc.03 Develop descriptions of
settings and characters when writing
stories.
4Wc.04 Develop descriptions of
settings and characters to capture
2Wv.02 In story writing, use a range
of adjectives to describe characters
and settings.
4Wc.06 Begin to express a viewpoint
in fiction through a character's
opinions about a setting or other
characters.
*3Wc.05 Develop writing for a purpose
using language and features
appropriate for a range of text types.
*4Wc.08 Develop writing for a
purpose using language and features
appropriate for a range of text types.
*3Ws.04 Use organisational features
appropriate to the text type, e.g.
bulleted and numbered lists.
*4Ws.04 Use organisational
features appropriate to the text type,
e.g. bulleted and numbered lists.
*3Wp.03 Explore and use different
ways of laying out and presenting
texts to suit the purpose and
audience (handwritten, printed and
onscreen).
*4Wp.03 Explore and use different
ways of laying out and presenting
texts to suit the purpose and
audience (handwritten, printed and
onscreen).
*1Ws.02 Use simple organisational
features appropriate to the text type,
e.g. subheadings, labelled diagrams.
V1 20Y09
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
46
National curriculum for England primary
English: Years 3 to 4
Cambridge Primary English learning objectives
Stage 3
Stage 4
Notes
*2Ws.03 Use simple organisational
features appropriate to the text type,
e.g. subheadings, labelled diagrams.
Evaluate and edit by:
•
assessing the effectiveness of their own and
others’ writing and suggesting improvements
*3Wp.04 Evaluate own and others’
writing, suggesting improvements for
sense, accuracy and content.
*4Wp.04 Evaluate own and others’
writing, suggesting improvements
for sense, accuracy and content.
•
proposing changes to grammar and vocabulary to
improve consistency, including the accurate use
of pronouns in sentences
*3Wp.05 Proofread for grammar,
spelling and punctuation errors, and
make corrections, including using
*4Wp.05 Proofread for grammar,
spelling and punctuation errors, and
make corrections, including using onscreen tools.
Proof-read for spelling and punctuation errors
*3Wp.05 Proofread for grammar,
spelling and punctuation errors, and
make corrections, including using onscreen tools.
*4Wp.05 Proofread for grammar,
spelling and punctuation errors, and
make corrections, including using onscreen tools.
Read aloud their own writing, to a group or the whole
class, using appropriate intonation and controlling the tone
and volume so that the meaning is clear.
3SLp.01 Read aloud with expression
appropriate to the meaning and sound
of the words.
4SLp.01 Read aloud with
expression, adapting the pace and
volume appropriate to the content.
Writing: vocabulary, grammar and punctuation
Develop their understanding of the concepts set out in
English Appendix 2 by:
•
extending the range of sentences with more than
one clause by using a wider range of
conjunctions, including when, if, because,
although
3Wg.05 Write multi-clause sentences
using simple connectives of time,
place and cause.
4Wg.05 Write multi-clause
sentences using a range of
connectives.
•
using the present perfect form of verbs in contrast
to the past tense
3Wg.07 Use common irregular verb
forms accurately in the past tense.
4Wg.06 Use past, present and
future verb forms accurately.
•
choosing nouns or pronouns appropriately for
clarity and cohesion and to avoid repetition
2Rg.06 Explore examples of pronouns
in texts, including their purpose and
how they agree grammatically with
verbs.
V1 20Y09
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
47
National curriculum for England primary
English: Years 3 to 4
•
using conjunctions, adverbs and prepositions to
express time and cause
Cambridge Primary English learning objectives
Stage 3
3Wg.08 Use a range of prepositions
accurately.
Notes
Stage 4
4Ws.03 Use connectives to
establish links between paragraphs,
e.g. if, although.
4Wg.10 Use adverbs and adverbial
phrases appropriately.
•
using fronted adverbials
3Wv.04 Use a variety of sentence
openings, including using language of
time, place and manner, e.g. Later
that day, …; In the distance, …;
Slowly and carefully, …
3Ws.03 Use sentence openings that
establish links between ideas in
different sentences, e.g. Later that
day, …
5Wg.08 Use a wide range of adverbs
and adverbial phrases.
•
The grammar for Years 3 and
4 are listed in the rows
below.
learning the grammar for years 3 and 4 in English
Appendix 2
Indicate grammatical and other features by:
•
using commas after fronted adverbials
4Wg.02 Begin to use commas to
make the meaning of sentences
clearer.
•
indicating possession by using the possessive
apostrophe with plural nouns
4Wg.03 Use apostrophes for
singular and plural possession.
•
using and punctuating direct speech
3Wg.03 Use speech marks to
punctuate direct speech.
4Rg.03 Explore in texts, and
understand, the standard layout and
punctuation of direct speech.
4Wg.04 Begin to use other
punctuation alongside speech
marks to punctuate direct speech.
Use and understand the grammatical terminology in
English Appendix 2 accurately and appropriately when
discussing their writing and reading.
V1 20Y09
The grammar for Years 3
and 4 are listed in the rows
below.
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
48
National curriculum for England primary
English: Years 3 to 4
Cambridge Primary English learning objectives
Stage 3
Stage 4
Notes
Word (Year 3)
Formation of nouns using a range of prefixes [for example
super–, anti–, auto–]
Use of the forms a or an according to whether the next
word begins with a consonant or a vowel [for example, a
rock, an open box]
4Ww.03 Spell words with a range of
common prefixes and suffixes
including trans-, pre-, ion-, -ation and
-ous.
1Rg.07 Explore, and understand, the
use of articles the and a or an in
sentences.
1Wg.06 Use articles the and a or an
appropriately in sentences.
Word families based on common words, showing how
words are related in form and meaning [for example,
solve, solution, solver, dissolve, insoluble]
4Ww.04 Explore and build words
with related roots and meaning, e.g.
medical, medicine; sign, signature.
Word (Year 4)
The grammatical difference between plural and
possessive –s
4Ww.02 Explore and use spelling
patterns for pluralisation, including -s,
-es, -y/-ies and -f/-ves.
4Rg.02 Explore in texts, the use of
commas and apostrophes
4Wg.03 Use apostrophes for singular
and plural possession
Standard English forms for verb inflections instead of local
spoken forms [for example, we were instead of we was, or
I did instead of I done]
4Wg.08 Use the verb to be
accurately, including subject-verb
agreement for different verb forms.
5Rg.06 Explore in texts the
conventions of standard English.
Sentence (Year 3)
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]
V1 20Y09
3Rg.06 Explore in texts, and
understand, the grammar of multiclause sentences, including
conditional sentences.
4Rg.04 Explore in texts the use of
different connectives in multi-clause
sentences.
3Rg.09 Explore the different
purposes of prepositions.
4Rg.07 Explore in texts examples of
adverbs and adverbial phrases,
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
49
National curriculum for England primary
English: Years 3 to 4
Cambridge Primary English learning objectives
Stage 3
Notes
Stage 4
including their purposes.
3Wg.05 Write multi-clause sentences
using simple connectives of time,
place and cause.
Sentence (Year 4)
Noun phrases expanded by the addition of modifying
adjectives, nouns and preposition phrases (e.g. the
teacher expanded to: the strict maths teacher with curly
hair)
3Wv.05 Choose and use words and
phrases (including noun phrases) to
strengthen the impact of writing.
Fronted adverbials [for example, Later that day, I heard
the bad news.]
3Rs.04 Explore and recognise how
sentence openings in texts establish
links between sentences, e.g. Later
that day, …
3Wv.04 Use a variety of sentence
openings, including using language of
time, place and manner, e.g. Later that
day, …; In the distance, …; Slowly and
carefully, …
3Ws.03 Use sentence openings that
establish links between ideas in
different sentences, e.g. Later that
day, …
Text (Year 3)
Introduction to paragraphs as a way to group related
material
3Ws.02 Begin to organise similar
ideas in paragraphs and sections.
2Ws.02 Group together sentences
relating to similar ideas.
Headings and sub-headings to aid presentation
Use of the present perfect form of verbs instead of the
simple past [for example, He has gone out to play
contrasted with He went out to play]
V1 20Y09
*3Ws.04 Use organisational features
appropriate to the text type, e.g.
bulleted and numbered lists.
The Cambridge curriculum
only refers to past, present
and future forms of verbs.
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
50
National curriculum for England primary
English: Years 3 to 4
Cambridge Primary English learning objectives
Stage 3
Stage 4
Notes
Text (Year 4)
Appropriate choice of pronoun or noun within and across
sentences to aid cohesion and avoid repetition
5Wg.06 Use pronouns, including
possessive pronouns (e.g. theirs,
mine), appropriately so it is clear to
what or whom they refer.
Punctuation (Year 3)
Introduction to inverted commas to punctuate direct
speech
3Wg.03 Use speech marks to
punctuate direct speech.
2Wg.03 Begin to include direct
speech in writing, using a new line for
each speaker.
Punctuation (Year 4)
Use of inverted commas and other punctuation to indicate
direct speech [for example, a comma after the reporting
clause; end punctuation within inverted commas: The
conductor shouted, “Sit down!”]
3Rg.04 Explore in texts, and
understand, similarities and
differences between the punctuation
of narrative and direct speech.
4Rg.03 Explore in texts, and
understand, the standard layout and
punctuation of direct speech.
4Wg.04 Begin to use other
punctuation alongside speech
marks to punctuate direct speech.
Apostrophes to mark plural possession [for example, the
girl’s name, the girls’ names]
4Rg.02 Explore in texts, and
understand, the use of commas and
apostrophes.
4Wg.03 Use apostrophes for
singular and plural possession.
4Wg.02 Begin to use commas to
make the meaning of sentences
clearer.
Use of commas after fronted adverbials
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum in England
Pupils should continue to have opportunities to write for a
range of real purposes and audiences as part of their work
across the curriculum. These purposes and audiences
should underpin the decisions about the form the writing
V1 20Y09
*3Wc.06 Develop writing of a range of
text types for a specified audience,
using appropriate content and
language.
3Wc.04 Write a simple playscript
based on a given narrative.
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
51
National curriculum for England primary
English: Years 3 to 4
Cambridge Primary English learning objectives
Stage 3
Stage 4
Notes
should take, such as a narrative, an explanation or a
description.
Terminology
Year 3
preposition, conjunction
word family, prefix
clause, subordinate clause
direct speech
consonant, consonant letter vowel, vowel letter
Inverted commas (or ‘speech marks’)
3Rg.04 Explore in texts, and
understand, similarities and
differences between the punctuation
of narrative and direct speech.
4Rg.03 Explore in texts, and
understand, the standard layout and
punctuation of direct speech.
3Rg.06 Explore in texts, and
understand, the grammar of multiclause sentences, including
conditional sentences.
4Rg.04 Explore in texts the use of
different connectives in multi-clause
sentences.
3Rg.09 Explore the different
purposes of prepositions.
4Rg.05 Identify connectives in texts.
3Ww.03 Spell words with a range of
common prefixes and suffixes,
including re-, in-, -ment, -ness and less.
4Ww.03 Spell words with a range of
common prefixes and suffixes,
including trans-, pre-, -ion, -ation
and -ous.
3Wg.03 Use speech marks to
punctuate direct speech.
4Wg.04 Begin to use other
punctuation alongside speech
marks to punctuate direct speech.
6Rg.02 Identify the main clause and
other clauses (subordinate clauses)
in a complex sentence.
Year 4
determiner
pronoun, possessive pronoun
adverbial
2Wg.08 use simple quantifiers
appropriately for context, e.g. some,
most, all
4Rg.06 Explore in texts a range of
examples of quantifiers, e.g. either,
neither, both.
2Wg.09 Use pronouns in writing, and
ensure grammatical agreement of
nouns and pronouns with verbs.
4Wg.09 Use a range of quantifiers
appropriately for the context, e.g.
either, neither, both.
5Rg.04 Explore in texts use of
pronouns, including possessive
pronouns (e.g. theirs, mine), to
avoid repetition of nouns while still
maintaining clarity.
V1 20Y09
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
52
National curriculum for England primary
English: Years 3 to 4
Cambridge Primary English learning objectives
Stage 3
Stage 4
Notes
5Wg.08 Use a wide range of
adverbs and adverbial phrases.
V1 20Y09
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
53
Mapping for the national curriculum for England primary English: Years 5 to 6
National curriculum for England primary
English: Years 5 to 6
Cambridge Primary English learning objectives
Notes
Stage 5
Stage 6
Reading: word reading
Apply their growing knowledge of root words, prefixes and
suffixes (morphology and etymology), as listed in English
Appendix 1, both to read aloud and to understand the
meaning of new words that they meet.
5Rv.01 Deduce the meanings of
unfamiliar words, including using
context and knowledge of root words,
prefixes and suffixes.
Reading: comprehension
Maintain positive attitudes to reading and 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
*5Ri.02 Read and explore a range
of fiction genres, poems and
playscripts, including identifying the
contribution of any visual elements
or multimedia.
*6Ri.02 Read and explore a range of
fiction genres, poems and playscripts,
including identifying the contribution
of any visual elements or multimedia.
*5Ra.01 Enjoy independent and
shared reading of fiction genres,
poems, playscripts and non-fiction
texts.
*6Ri.04 Read and explore a range of
non-fiction text types.
*5Ri.04 Read and explore a range
of non-fiction text types.
•
reading books that are structured in different ways
and reading for a range of purposes
*5Rs.02 Explore and recognise the
key features of text structure in a
range of different fiction and nonfiction texts, including poems and
playscripts.
•
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
*5Ri.02 Read and explore a range
of fiction genres, poems and
playscripts, including identifying the
contribution of any visual elements
or multimedia.
V1 20Y09
*6Rs.02 Explore and recognise the
key features of text structure in a
range of different fiction and nonfiction texts, including poems and
playscripts.
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
54
National curriculum for England primary
English: Years 5 to 6
Cambridge Primary English learning objectives
Notes
Stage 5
Stage 6
•
identifying and discussing themes and
conventions in and across a wide range of writing
5Ri.16 Recognise, compare and
contrast the themes, features and
language of texts.
6Ri.15 Recognise explicit and implicit
ways in which the theme of a text is
conveyed.
•
making comparisons within and across books
5Rs.01 Explore and describe the
progression of ideas in a text;
compare the progression in different
texts.
*6Ri.03 Identify, discuss and compare
different fiction genres and their typical
characteristics.
*5Ri.03 Identify, discuss and
compare different fiction genres and
their typical characteristics.
6Ri.05 Identify, discuss and compare
the purposes and features of different
non-fiction text types, including
balanced written arguments.
5Ri.05 Identify, discuss and
compare the purposes and features
of different non-fiction text types,
including evaluating texts for
purpose and clarity, and
recognising use of personal and
impersonal style.
5Ri.08 Recognise and compare the
dramatic conventions of playscripts
and films, including how they
contribute to the development of
characters and settings.
5Ri.16 Recognise, compare and
contrast the themes, features and
language of texts.
3Ra.05 Compare different retellings
of the same story, including the
influence of when and where they
were written (e.g. myths and
legends).
•
V1 20Y09
learning a wider range of poetry by heart
Cambridge does not specify
pedagogical approaches in
the learning objectives.
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
55
National curriculum for England primary
English: Years 5 to 6
•
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
Cambridge Primary English learning objectives
Notes
Stage 5
Stage 6
*5SLp.01 Read aloud with
accuracy, and increasing
confidence and style.
*6SLp.01 Read aloud with accuracy,
and increasing confidence and style.
5Rv.01 Deduce the meanings of
unfamiliar words, including using
context and knowledge of root
words, prefixes and suffixes.
6Rv.01 Deduce the meanings of
unfamiliar phrases from their context,
including phrases which are no
longer common in modern times.
*5Ri.06 Explore explicit meanings in
a range of texts.
*6Ri.06 Explore explicit meanings in
a range of texts.
Understand what they read by:
•
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
5SLg.03 Extend a discussion by
asking and answering questions to
refine ideas.
•
drawing inferences such as inferring characters’
feelings, thoughts and motives from their actions,
and justifying inferences with evidence
*5Ri.09 Explore implicit meanings in
a range of texts.
*6Ri.08 Explore implicit meanings in
a range of texts.
5Ri.11 Make inferences from texts,
including about the relationships
between story characters.
6Ri.10 Make a range of plausible
inferences from texts.
*5Ri.15 Support answers to
questions with reference to, or
quotations from, one or more points
in a text.
6Ri.09 Use evidence from more than
one point in a story to support
predictions about what might happen
later in the story.
*3Ri.16 Answer questions with
some reference to single points in a
text.
*6Ri.14 Support answers to
questions with reference to, or
quotations from, one or more points
in a text.
*4Ri.15 Answer questions with
some reference to single points in a
text.
•
V1 20Y09
predicting what might happen from details stated
and implied
5Ri.10 Use a range of types of
clues in stories (e.g. personality of
characters) to predict what might
happen next.
6Ri.09 Use evidence from more than
one point in a story to support
predictions about what might happen
later in the story.
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
56
National curriculum for England primary
English: Years 5 to 6
Cambridge Primary English learning objectives
Notes
Stage 5
Stage 6
•
summarising the main ideas drawn from more
than one paragraph, identifying key details that
support the main ideas
5Ri.07 Extract main points from a
text, and group and link ideas.
6Ri.07 Summarise explicit meanings
drawn from more than one point in a
text.
•
identifying how language, structure and
presentation contribute to meaning
5Rv.05 Comment on a writer's
choice of language, including how it
conveys feeling and mood.
6Rv.04 Comment on a writer's choice
of language, demonstrating some
awareness of the impact on the
reader.
*5Rs.02 Explore and recognise the
key features of text structure in a
range of different fiction and nonfiction texts, including poems and
playscripts.
6Rs.01 Explore and describe the
progression of ideas in a text,
including the handling of time (e.g. to
manage flashbacks, or events which
are presented out of chronological
order).
5Rs.03 Explore and recognise how
different effects can be achieved by
sequencing sections and
paragraphs in different ways.
*6Rs.02 Explore and recognise the
key features of text structure in a
range of different fiction and nonfiction texts, including poems and
playscripts.
6Rs.03 Explore and recognise how
ideas are organised and linked
cohesively across a text, e.g. new
chapters to manage flashbacks or
events which are presented out of
chronological order; use of however
and on the other hand to introduce a
new paragraph in a balanced
argument.
Discuss and evaluate how authors use language,
including figurative language, considering the impact on
the reader
5Rv.06 Identify figurative language in
texts, including metaphors and
personification
6Rv.05 Explore commonly used
figurative expressions, e.g. as cool as
a cucumber, crying crocodile tears.
*5Rv.07 Begin to explain how
figurative language creates imagery
in texts and takes understanding
beyond the literal.
*6Rv.06 Begin to explain how
figurative language creates imagery in
texts and takes understanding beyond
the literal.
6Ri.11 Comment on how a writer
influences the reaction of readers,
V1 20Y09
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
57
National curriculum for England primary
English: Years 5 to 6
Cambridge Primary English learning objectives
Notes
Stage 5
Stage 6
including how they present
characters and settings, and evoke
particular moods (e.g. suspense,
anger, excitement).
Distinguish between statements of fact and opinion
*5Ri.12 Distinguish between fact
and opinion in a range of texts.
*6Ri.12 Distinguish between fact and
opinion in a range of texts.
*3Ri.13 Begin to distinguish
between fact and opinion in texts.
*4Ri.12 Begin to distinguish
between fact and opinion in texts.
Retrieve, record and present information from non-fiction
5Ri.14 Locate and use relevant
information from a single text or
different texts.
5Rv.04 Locate words efficiently in
alphabetically organized lists.
Participate in discussions about books that are read to
them and those they can read for themselves, building on
their own and others’ 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
V1 20Y09
6Ri.13 Locate and use relevant
information from one or more points
in a text, or from different texts,
confidently and efficiently.
*5Ra.01 Enjoy independent and
shared reading of fiction genres,
poems, playscripts and non-fiction
texts.
*6Ra.01 Enjoy independent and
shared reading of fiction genres,
poems, playscripts and non-fiction
texts.
5Ra.04 Begin to consider how
readers might react differently to the
same text, depending on where or
when they are reading it.
6Ra.04 Comment on how readers
might react differently to the same text,
depending on where or when they are
reading it.
5Ra.02 Express personal
responses to texts, including
predictions, opinions and
reflections.
6Ra.02 Express personal responses
to texts, including preferences in
terms of language, style and themes.
5Ra.03 Develop preferences about
favourite writers and share
recommendations with others.
6Ra.03 Begin to choose a more
diverse range of books to read,
including writers or genres which
compare or contrast with previous
reading.
5Ra.02 Express personal
responses to texts, including
6Ra.02 Express personal responses to
texts, including preferences in terms of
language, style and themes.
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
58
National curriculum for England primary
English: Years 5 to 6
Cambridge Primary English learning objectives
Notes
Stage 5
Stage 6
predictions, opinions and
reflections.
Writing: transcription
Spelling
Use further prefixes and suffixes and understand the
guidance for adding them
5Ww.04 Spell words with a wide
range of common prefixes and
suffixes, including understanding
ways of creating opposites, e.g. un-,
im-.
6Ww.03 Further develop
understanding of how to add prefixes
and suffixes to root words, and when
the root word changes.
5Ww.05 Explore and use spelling
rules for suffixes that begin with
vowels and suffixes that begin with
consonants.
6Wv.03 Transform meaning with
prefixes and suffixes.
Spell some words with ‘silent’ letters [for example, knight,
psalm, solemn]
5Ww.02 Explore and use ‘silent’
vowels and syllables in polysyllabic
words, e.g. library, interest.
Continue to distinguish between homophones and other
words which are often confused
5Ww.06 Explore and use accurately
words that have the same spelling
but different meanings (homonyms),
e.g. wave (hand gesture, hair curl,
sea movement, etc.).
Use dictionaries to check the spelling and meaning of
words
*5Wv.05 Use own lists of interesting
and significant words, dictionaries
and thesauruses to extend the range
of vocabulary used in written work.
*6Wv.06 Use own lists of interesting
and significant words, dictionaries and
thesauruses to extend the range of
vocabulary used in written work.
*5Ww.10 Use paper-based and onscreen tools to find the correct
spelling of words; keep and use
spelling logs of misspelt words, and
identify words that need to be
learned.
*6Ww.07 Use paper-based and onscreen tools to find the correct
spelling of words; keep and use
spelling logs of misspelt words, and
identify words that need to be
learned.
Use the first three or four letters of a word to check
spelling, meaning or both of these in a dictionary
V1 20Y09
*5Wv.05 Use own lists of interesting
and significant words, dictionaries
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
59
National curriculum for England primary
English: Years 5 to 6
Cambridge Primary English learning objectives
Notes
Stage 5
Stage 6
and thesauruses to extend the range
of vocabulary used in written work.
Use a thesaurus.
*5Wv.05 Use own lists of interesting
and significant words, dictionaries
and thesauruses to extend the range
of vocabulary used in written work.
Use knowledge of morphology and etymology in spelling
and understand that the spelling of some words needs to
be learnt specifically (as listed in English Appendix 1):
5Ww.09 Use effective strategies,
including spelling rules and
exceptions, and using known
spellings to work out the spelling of
related words, to spell a range of
words correctly.
6Ww.06 Use effective strategies to
spell a wide range of words correctly.
5Ww.08 Explore exceptions to
known spelling rules.
6Ww.05 Explore a range of spelling
rules and exceptions.
4Ww.08 Use effective strategies,
including segmenting, spelling
rules, visual memory and
mnemonics, to spell and range of
unfamiliar regular and exception
words correctly.
•
•
V1 20Y09
endings which sound like /ʃəs/ spelt –cious or –
tious
endings which sound like /ʃəl/
5Ww.04 Spell words with a wide
range of common prefixes and
suffixes, including understanding
ways of creating opposites, e.g. un-,
im-.
6Ww.02 Explore and spell words with
different suffixes but similar
pronunciation, e.g. -tion, -cian, -sion,
-ssion; -ance, -ence.
5Ww.05 Explore and use spelling
rules for suffixes that begin with
vowels and suffixes that begin with
consonants.
6Ww.03 Further develop
understanding of how to add prefixes
and suffixes to root words, and when
the root word changes.
5Ww.04 Spell words with a wide
range of common prefixes and
suffixes, including understanding
ways of creating opposites, e.g. un-,
im-.
6Ww.02 Explore and spell words with
different suffixes but similar
pronunciation, e.g. -tion, -cian, -sion, ssion; -ance, -ence.
5Ww.05 Explore and use spelling
rules for suffixes that begin with
6Ww.03 Further develop
understanding of how to add prefixes
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
60
National curriculum for England primary
English: Years 5 to 6
•
•
•
•
V1 20Y09
words ending in –ant, –ance/–ancy, –ent, –ence/–
ency
words ending in –able and –ible
words ending in –ably and –ibly
adding suffixes beginning with vowel letters to
words ending in –fer
Cambridge Primary English learning objectives
Notes
Stage 5
Stage 6
vowels and suffixes that begin with
consonants.
and suffixes to root words, and when
the root word changes.
5Ww.04 Spell words with a wide
range of common prefixes and
suffixes, including understanding
ways of creating opposites, e.g. un-,
im-.
6Ww.02 Explore and spell words with
different suffixes but similar
pronunciation, e.g. -tion, -cian, -sion,
-ssion; -ance, -ence.
5Ww.05 Explore and use spelling
rules for suffixes that begin with
vowels and suffixes that begin with
consonants.
6Ww.03 Further develop
understanding of how to add prefixes
and suffixes to root words, and when
the root word changes.
5Ww.04 Spell words with a wide
range of common prefixes and
suffixes, including understanding
ways of creating opposites, e.g. un-,
im-.
6Ww.02 Explore and spell words with
different suffixes but similar
pronunciation, e.g. -tion, -cian, -sion, ssion; -ance, -ence.
5Ww.05 Explore and use spelling
rules for suffixes that begin with
vowels and suffixes that begin with
consonants.
6Ww.03 Further develop
understanding of how to add prefixes
and suffixes to root words, and when
the root word changes.
5Ww.04 Spell words with a wide
range of common prefixes and
suffixes, including understanding
ways of creating opposites, e.g. un-,
im-.
6Ww.02 Explore and spell words with
different suffixes but similar
pronunciation, e.g. -tion, -cian, -sion, ssion; -ance, -ence.
5Ww.05 Explore and use spelling
rules for suffixes that begin with
vowels and suffixes that begin with
consonants.
6Ww.03 Further develop
understanding of how to add prefixes
and suffixes to root words, and when
the root word changes.
5Ww.04 Spell words with a wide
range of common prefixes and
suffixes, including understanding
ways of creating opposites, e.g. un-,
im-.
6Ww.02 Explore and spell words with
different suffixes but similar
pronunciation, e.g. -tion, -cian, -sion, ssion; -ance, -ence.
5Ww.05 Explore and use spelling
rules for suffixes that begin with
6Ww.03 Further develop
understanding of how to add prefixes
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
61
National curriculum for England primary
English: Years 5 to 6
Cambridge Primary English learning objectives
Notes
Stage 5
vowels and suffixes that begin with
consonants.
•
Use of the hyphen
•
Words with the /i:/ sound spelt ei after c
5Ww.09 Use effective strategies,
including spelling rules and
exceptions, and using known
spellings to work out the spelling of
related words, to spell a range of
words correctly.
•
Words containing the letter-string ough
5Ww.07 Spell words with less
common letter strings which may be
pronounced differently, e.g. pour,
hour; piece, pie.
Stage 6
and suffixes to root words, and when
the root word changes.
This statement is covered in
Cambridge Lower Secondary
English
6Ww.05 Explore a range of spelling
rules and exceptions.
4Ww.06 Spell words with common
letter strings but different
pronunciations, e.g. tough, through,
trough, plough.
•
Words with ‘silent’ letters (i.e. letters whose
presence cannot be predicted from the
pronunciation of the word)
5Ww.02 Explore and use ‘silent’
vowels and syllables in polysyllabic
words, e.g. library, interest.
•
Homophones and other words that are often
confused
5Ww.06 Explore and use accurately
words that have the same spelling
but different meanings (homonyms),
e.g. wave (hand gesture, hair curl,
sea movement, etc.).
6Ww.04 Spell familiar homophones
and commonly confused words
correctly, e.g. aloud, allowed; past,
passed; advice, advise; desert,
dessert.
Handwriting
Write legibly, fluently and with increasing speed by:
•
choosing which shape of a letter to use when
given choices and deciding whether or not to join
specific letters
5Wp.01 Write legibly and fluently
for different purposes, including
choosing the writing implement that
is best suited for a task.
•
choosing the writing implement that is best suited
5Wp.01 Write legibly and fluently
for different purposes, including
V1 20Y09
6Wp.01 Develop a personal
handwriting style to write legibly,
fluently and with appropriate speed.
.
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
62
National curriculum for England primary
English: Years 5 to 6
for a task.
Cambridge Primary English learning objectives
Notes
Stage 5
Stage 6
choosing the writing implement that
is best suited for a task.
Writing: composition
Plan their writing by:
•
identifying the audience for and purpose of the
writing, selecting the appropriate form and using
other similar writing as models for their own
5Wc.02 Use effective planning to
inform the content and structure of
writing, e.g. paragraphs or sections.
6Wc.02 Use effective planning to
inform the content and structure of
extended writing, e.g. chapters
*5Wc.01 Develop creative writing in
a range of different genres of fiction
and types of poems.
*6Wc.01 Develop creative writing in a
range of different genres of fiction
and types of poems.
5Wc.05 Write a playscript, including
production notes and stage
directions to guide performance.
6Wc.05 Write a playscript using
production notes, language and stage
directions, to develop characters and
settings.
*5Wc.06 Develop writing for a
purpose using language and
features appropriate for a range of
text types.
*6Wc.06 Develop writing for a
purpose using language and features
appropriate for a range of text types.
*5Wc.07 Develop writing of a range
of text types for a specified
audience, using appropriate content
and language
*6Wc.07 Develop writing of a range
of text types for a specified audience,
using appropriate content and
language.
6Wc.08 Write balanced arguments,
developing points logically and
convincingly.
•
noting and developing initial ideas, drawing on
reading and research where necessary
5Wc.02 Use effective planning to
inform the content and structure of
writing, e.g. paragraphs or sections.
6Wc.02 Use effective planning to
inform the content and structure of
extended writing, e.g. chapters
•
in writing narratives, considering how authors
have developed characters and settings in what
pupils have read, listened to or seen performed
5Wc.04 Express a viewpoint in fiction
through a character's opinions about
a setting or other characters.
6Wc.03 When writing stories,
develop descriptions of settings,
characters and action that engage
and entertain the reader.
Draft and write by:
V1 20Y09
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
63
National curriculum for England primary
English: Years 5 to 6
•
selecting appropriate grammar and vocabulary,
understanding how such choices can change and
enhance meaning
Cambridge Primary English learning objectives
Notes
Stage 5
Stage 6
*5Wv.01 Use specialised
vocabulary accurately to match a
familiar topic.
*6Wv.01 Use specialised vocabulary
accurately to match a familiar topic.
5Wg.04 Understand how to create
multi-clause sentences by
combining simple sentences and
reordering clauses; use simple,
compound and complex sentences.
6Wg.04 Use a variety of simple,
compound and complex sentences
chosen for effect.
5Wv.02 Explore synonyms and
words conveying shades of
meaning, and use them accurately
in own writing.
6Wv.02 Explore and use words and
phrases to convey shades of meaning
appropriate to the context.
5Wv.03 Choose and use words and
phrases carefully to convey feeling
and mood.
6Wv.04 Choose and use vocabulary
carefully to develop imaginative
detail.
6Wg.08 Use the conventions of
standard English appropriately in
writing, including for different types of
texts, e.g. verb forms, sentence
structure, use of different word
classes
•
in narratives, describing settings, characters and
atmosphere and integrating dialogue to convey
character and advance the action
5Wc.03 Write new scenes or
characters into a story; rewrite
events from the viewpoint of
another character.
5Wc.04 Express a viewpoint in
fiction through a character's
opinions about a setting or other
characters.
•
précising longer passages
5Ri.07 Extract main points from a
text, and group and link ideas.
6Ri.07 Summarise explicit meanings
drawn from more than one point in a
text.
•
using a wide range of devices to build cohesion
within and across paragraphs
5Ws.01 Begin to develop ideas
cohesively across longer pieces of
writing.
6Ws.01 Manage the development of
an idea across an extended piece of
writing, e.g. by linking the end to the
beginning.
V1 20Y09
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
64
National curriculum for England primary
English: Years 5 to 6
Cambridge Primary English learning objectives
Notes
Stage 5
5Ws.02 Organise ideas in
paragraphs and sections to achieve
an appropriate effect.
Stage 6
6Ws.03 Use a range of connectives
to link paragraphs and sections
clearly and cohesively, e.g. use of
however and on the other hand to
introduce counter-arguments in a
balanced argument.
6Ws.02 Use paragraphs, sections
and chapters to organise ideas and
support overall cohesion of a text,
e.g. new chapters to manage
flashbacks or events which are
presented out of chronological
sequence.
•
using further organisational and presentational
devices to structure text and to guide the reader
[for example, headings, bullet points, underlining
*5Ws.03 Use organisational features
appropriate to the text type, e.g.
bulleted and numbered lists.
*6Ws.04 Use organisational features
appropriate to the text type, e.g.
bulleted and numbered lists.
*5Wp.03 Begin to choose
appropriate ways to lay out and
present texts to suit the purpose
and audience (handwritten, printed
and onscreen).
*6Wp.03 Begin to choose appropriate
ways to lay out and present texts to
suit the purpose and audience
(handwritten, printed and onscreen).
Evaluate and edit by:
•
assessing the effectiveness of their own and
others’ writing
*5Wp.04 Evaluate own and others’
writing, suggesting improvements
for sense, accuracy and content,
including to enhance the effect.
*6Wp.04 Evaluate own and others’
writing, suggesting improvements for
sense, accuracy and content,
including to enhance the effect.
•
proposing changes to vocabulary, grammar and
punctuation to enhance effects and clarify
meaning
*5Wp.04 Evaluate own and others’
writing, suggesting improvements
for sense, accuracy and content,
including to enhance the effect.
*6Wp.04 Evaluate own and others’
writing, suggesting improvements for
sense, accuracy and content,
including to enhance the effect.
•
ensuring the consistent and correct use of tense
throughout a piece of writing
*5Wp.05 Proofread for grammar,
spelling and punctuation errors, and
make corrections, including using onscreen tools.
*6Wp.05 Proofread for grammar,
spelling and punctuation errors, and
make corrections, including using onscreen tools.
•
ensuring correct subject and verb agreement
when using singular and plural, distinguishing
*5Wp.05 Proofread for grammar,
spelling and punctuation errors, and
*6Wp.05 Proofread for grammar,
spelling and punctuation errors, and
V1 20Y09
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
65
National curriculum for England primary
English: Years 5 to 6
between the language of speech and writing and
choosing the appropriate register
Cambridge Primary English learning objectives
Notes
Stage 5
Stage 6
make corrections, including using onscreen tools.
make corrections, including using onscreen tools.
Proof-read for spelling and punctuation errors
*5Wp.05 Proofread for grammar,
spelling and punctuation errors, and
make corrections, including using onscreen tools.
*6Wp.05 Proofread for grammar,
spelling and punctuation errors, and
make corrections, including using onscreen tools.
Perform their own compositions, using appropriate
intonation, volume, and movement so that meaning is
clear.
*5SLp.01 Read aloud with accuracy,
and increasing confidence and style.
*6SLp.01 Read aloud with accuracy,
and increasing confidence and style.
5SLp.02 Convey ideas about
characters in drama through
deliberate choice of speech, gesture
and movement.
6SLp.02 Convey ideas about
characters in drama in different roles
and scenarios through deliberate
choice of speech, gesture and
movement.
1Wp.06 Read own writing aloud and
talk about it.
2Wp.05 Read own writing to others
and share ideas for improvements.
Writing: vocabulary, grammar and punctuation
Develop their understanding of the concepts set out in
English Appendix 2 by:
•
recognising vocabulary and structures that are
appropriate for formal speech and writing,
including subjunctive forms
6Wg.08 Use the conventions of
standard English appropriately in
writing, including for different types of
texts, e.g. verb forms, sentence
structure, use of different word
classes
•
using passive verbs to affect the presentation of
information in a sentence
6Wg.05 Use active and passive verb
forms within sentences.
•
using the perfect form of verbs to mark
relationships of time and cause
•
using expanded noun phrases to convey
complicated information concisely
V1 20Y09
The Cambridge curriculum
only refers to past, present
and future forms of verbs.
3Wv.05 Choose and use words and
phrases (including noun phrases) to
strengthen the impact of writing.
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
66
National curriculum for England primary
English: Years 5 to 6
•
using modal verbs or adverbs to indicate degrees
of possibility
Cambridge Primary English learning objectives
Notes
Stage 5
Stage 6
5Rg.05 Explore how different modal
verbs express degrees of
possibility, e.g. should, would,
could.
5Wg.05 Use a wide range of modal
verbs accurately to express
degrees of possibility, e.g. should,
would, could.
•
using relative clauses beginning with who, which,
where, when, whose, that or with an implied (i.e.
omitted) relative pronoun
•
learning the grammar for years 5 and 6 in English
Appendix 2
6Wg.07 Use relative pronouns to
introduce additional detail.
The grammar for Years 5 and
6 are listed in the rows
below.
Indicate grammatical and other features by:
•
using commas to clarify meaning or avoid
ambiguity in writing
•
using hyphens to avoid ambiguity
•
using brackets, dashes or commas to indicate
parenthesis
6Wg.01 Use commas, dashes and
brackets parenthetically.
•
using semi-colons, colons or dashes to mark
boundaries between independent clauses
6Wg.03 Use punctuation effectively
to clarify meaning in complex
sentences.
•
using a colon to introduce a list
6Rg.01 Explore in texts, and
understand, the uses of colons, semicolons, ellipses, parenthetic commas,
dashes and brackets.
•
punctuating bullet points consistently
V1 20Y09
5Wg.01 Begin to use commas to
separate clauses within sentences
and clarify meaning in complex
sentences.
6Wg.03 Use punctuation effectively
to clarify meaning in complex
sentences.
This statement is covered by
Cambridge Lower Secondary
English
*5Ws.03 Use organisational features
appropriate to the text type, e.g.
bulleted and numbered lists.
*6Ws.04 Use organisational features
appropriate to the text type, e.g.
bulleted and numbered lists.
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
67
National curriculum for England primary
English: Years 5 to 6
Cambridge Primary English learning objectives
Notes
Stage 5
Stage 6
4Wg.01 Consistently use accurate
end-of-sentence punctuation.
Use and understand the grammatical terminology in
English Appendix 2 accurately and appropriately in
discussing their writing and reading
The grammar for Years 5 and
6 are listed in the rows
below.
Word (Year 5)
Converting nouns or adjectives into verbs using suffixes
[for example, –ate; –ise; –ify]
6Ww.03 Further develop
understanding of how to add prefixes
and suffixes to root words, and when
the root word changes.
6Wv.03 Transform meaning with
prefixes and suffixes.
Verb prefixes [for example, dis–, de–, mis–, over– and re–
]
5Ww.04 Spell words with a wide
range of common prefixes and
suffixes, including understanding
ways of creating opposites, e.g. un-,
im-.
6Ww.03 Further develop
understanding of how to add prefixes
and suffixes to root words, and when
the root word changes.
6Wv.03 Transform meaning with
prefixes and suffixes.
Word (Year 6)
The difference between vocabulary typical of informal
speech and vocabulary appropriate for formal speech and
writing [for example, find out – discover; ask for – request;
go in – enter]
How words are related by meaning as synonyms and
antonyms [for example, big, large, little].
6Rg.07 Explore differences between
written and spoken English by
comparing narrative and dialogue.
5Ww.04 Spell words with a wide
range of common prefixes and
suffixes, including understanding
ways of creating opposites, e.g. un-,
im-.
*6Rv.03 Identify and record interesting
and significant words, and synonyms,
from texts to inform own writing.
4Rv.01 Use context to suggest
synonyms for unfamiliar words.
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68
National curriculum for England primary
English: Years 5 to 6
Cambridge Primary English learning objectives
Notes
Stage 5
Stage 6
Sentence (Year 5)
Relative clauses beginning with who, which, where, when,
whose, that, or an omitted relative pronoun
6Rg.04 Explore how different relative
pronouns are used in texts to
introduce additional detail
6Wg.07 Use relative pronouns to
introduce additional detail
Indicating degrees of possibility using adverbs [for
example, perhaps, surely] or modal verbs [for example,
might, should, will, must]
5Wg.05 Use a wide range of modal
verbs accurately to express
degrees of possibility, e.g. should,
would, could.
Sentence (Year 6)
Use of the passive to affect the presentation of information
in a sentence [for example, I broke the window in the
greenhouse versus The window in the greenhouse was
broken (by me)].
6Rg.06 Explore, and understand, the
use of active and passive verb forms.
The difference between structures typical of informal
speech and structures appropriate for formal speech and
writing [for example, the use of question tags: He’s your
friend, isn’t he?, or the use of subjunctive forms such as If
I were or Were they to come in some very formal writing
and speech]
6Rg.07 Explore differences between
written and spoken English by
comparing narrative and dialogue.
Text (Year 5)
Devices to build cohesion within a paragraph [for
example, then, after that, this, firstly]
5Ws.01 Begin to develop ideas
cohesively across longer pieces of
writing.
Linking ideas across paragraphs using adverbials of time
[for example, later], place [for example, nearby] and
number [for example, secondly] or tense choices [for
example, he had seen her before]
5Ws.01 Begin to develop ideas
cohesively across longer pieces of
writing.
V1 20Y09
4Wg.10 Use adverbs and adverbial
phrases appropriately.
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
69
National curriculum for England primary
English: Years 5 to 6
Cambridge Primary English learning objectives
Notes
Stage 5
Stage 6
Text (Year 6)
Linking ideas across paragraphs using a wider range of
cohesive devices: repetition of a word or phrase,
grammatical connections [for example, the use of
adverbials such as on the other hand, in contrast, or as a
consequence], and ellipsis
6Rs.03 Explore and recognise how
ideas are organised and linked
cohesively across a text, e.g. new
chapters to manage flashbacks or
events which are presented out of
chronological order; use of however
and on the other hand to introduce a
new paragraph in a balanced
argument.
Layout devices [for example, headings, sub-headings,
columns, bullets, or tables, to structure text]
*6Ws.04 Use organisational features
appropriate to the text type, e.g.
bulleted and numbered lists.
Punctuation (Year 5)
6Rg.01 Explore in texts, and
understand, the uses of colons, semicolons, ellipses, parenthetic commas,
dashes and brackets.
Brackets, dashes or commas to indicate parenthesis
Use of commas to clarify meaning or avoid ambiguity
5Wg.01 Begin to use commas to
separate clauses within sentences
and clarify meaning in complex
sentences.
Punctuation (Year 6)
Use of the semi-colon, colon and dash to mark the
boundary between independent clauses [for example, It’s
raining; I’m fed up]
6Rg.01 Explore in texts, and
understand, the uses of colons, semicolons, ellipses, parenthetic commas,
dashes and brackets.
Use of the colon to introduce a list and use of semi-colons
within lists
6Rg.01 Explore in texts, and
understand, the uses of colons, semicolons, ellipses, parenthetic commas,
dashes and brackets.
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Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
70
National curriculum for England primary
English: Years 5 to 6
Punctuation of bullet points to list information
Cambridge Primary English learning objectives
Notes
Stage 5
4Wg.01 Consistently use accurate
end-of-sentence punctuation.
Stage 6
*6Ws.04 Use organisational features
appropriate to the text type, e.g.
bulleted and numbered lists.
How hyphens can be used to avoid ambiguity [for
example, man eating shark versus man-eating shark, or
recover versus re-cover]
This statement is covered in
Cambridge Lower Secondary
English
Note – the content in this box is classed as ‘non-statutory
guidance’ in the national curriculum in England
Pupils should continue to practise handwriting and be
encouraged to increase the speed of it, so that problems
with forming letters do not get in the way of their writing
down what they want to say. They should be clear about
what standard of handwriting is appropriate for a particular
task, for example, quick notes or a final handwritten
version. They should also be taught to use an unjoined
style, for example, for labelling a diagram or data, writing
an email address, or for algebra and capital letters, for
example, for filling in a form.
6Wp.01 Develop a personal
handwriting style to write legibly,
fluently and with appropriate speed.
Terminology
Year 5
modal verb, relative pronoun
relative clause
parenthesis, bracket, dash
cohesion, ambiguity
5Rg.05 Explore how different modal
verbs express degrees of possibility,
e.g. should, would, could.
Year 6
subject, object
active, passive
synonym, antonym
ellipsis, hyphen, colon, semi-colon, bullet points
*5Rv.05 Identify and record
interesting and significant words,
and synonyms, from texts to inform
own writing.
*4Rv.04 Identify and record
interesting and significant words,
and synonyms, from texts to inform
own writing.
V1 20Y09
6Rg.04 Explore how different relative
pronouns are used in texts to introduce
additional detail.
6Rg.01 Explore in texts, and
understand, the uses of colons, semicolons, ellipses, parenthetic commas,
dashes and brackets.
*6Rv.03 Identify and record
interesting and significant words, and
synonyms, from texts to inform own
writing.
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
71
National curriculum for England primary
English: Years 5 to 6
Cambridge Primary English learning objectives
Notes
Stage 5
Stage 6
*3Rv.02 Identify and record
interesting and significant words,
and synonyms, from texts to inform
own writing.
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Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
72
Cambridge Primary English learning objectives that do not align with the national curriculum for England primary
English programme of study
Reading
Objectives that are not covered at all:
1Rv.02 Use pictures in texts as cues to support understanding of unfamiliar words.
*1Rv.03 Identify and record interesting and significant words from texts to inform own writing.
2Ri.01 Begin to distinguish between fiction and non-fiction texts.
2Ri.09 Find information from simple visual sources, including tables and labelled diagrams.
2Ra.02 Begin to read texts silently as well as aloud.
2Ra.05 Recognise that stories may be from different times and places.
*3Ri.01 Understand the difference between fiction and non-fiction texts and locate books by classification.
3Ri.09 Follow written instructions to carry out an activity.
3Ra.02 Read texts silently.
4Rw.02 Identify stressed and unstressed syllables in multi-syllabic words.
4Rg.09 Explore and understand how past, present and future verb forms are used in texts.
4Rg.10 Explore in texts, and understand, subject-verb agreement
*4Ri.01 Understand the difference between fiction and non-fiction texts and locate books by classification.
4Ri.17 Identify the viewpoint from which a story is told.
4Ra.04 Comment on how fiction reflects the time or context in which it is set.
5Rg.01 Explore in texts, and understand, grammar and punctuation differences between direct and reported speech.
5Rg.03 Explore and discuss different types of nouns, including abstract nouns, and how quantifiers (e.g. fewer, less) relate to countable and uncountable nouns.
5Rv.02 Explore common idiomatic phrases and their meanings.
*5Ri.01 Understand the difference between fiction and non-fiction texts and locate books by classification.
5Ri.13 Use scanning and skimming appropriately depending on the type of information required.
5Ri.17 Comment on how a viewpoint is expressed in fiction and non-fiction texts
6Rv.02 Explore word origins and derivations, including the use of words from other languages.
6Rg.03 Begin to show awareness of the impact of a writer’s choices of sentence length and structure.
6Rg.05 Identify different word classes in texts and understand their purposes.
6Rg.08 Explore and discuss grammatical features in a range of texts, e.g. verb forms, sentence types, use of different word classes.
*6Ri.01 Understand the difference between fiction and non-fiction texts and locate books by classification.
6Ri.16 Comment on how different viewpoints are expressed in fiction and non-fiction texts.
6Ri.17 Distinguish between texts with a writer's voice and texts with a narrator's voice.
Objectives that are only covered in the non-statutory guidance:
1Ra.05 Begin to make choices about books to read or listen to for pleasure.
2Ri.14 Locate relevant information in texts, including using a contents page.
2Ra.04 Make choices about books to read for pleasure.3Ra.04 Make choices about books to read for pleasure, including based on blurbs and reviews.
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73
Writing
Objectives that are not covered at all:
1Ww.03 Relate rhyme to shared spelling patterns, e.g. rock, clock, sock.
*1Ww.07 Ask for support in spelling unfamiliar words and use spelling logs to support future writing.
*1Wp.05 Present text in a range of different ways, e.g. diagrams with typed labels, storyboards with handwritten captions.
2Ww.03 Relate rhyme to known spelling patterns, e.g. whale, snail.
*2Ww.10 Ask for support in spelling unfamiliar words and use spelling logs to support future writing.
2Wp.03 Record key information drawn from a non-fiction text, e.g. listing key topic words.
*2Wp.04 Present text in a range of different ways, e.g. diagrams with typed labels, storyboards with handwritten captions.
3Wp.02 Complete a table or diagram to record information drawn from a text.
4Ww.07 Generate spelling rules from spelling patterns, and test them.
4Wv.05 Use simple figurative language, including alliteration and similes.
4Wg.07 Experiment with varying verb forms in texts, including in direct speech.
4Wc.10 Adopt a viewpoint in non-fiction writing that is appropriate for the purpose and audience.
*5Wv.04 Begin to use figurative language to evoke an imaginative response from the reader.
5Wp.02 Explore and use different ways of making notes (e.g. bulleted lists, mind maps) and use them to inform writing.
5Wc.08 When writing non-fiction texts, present and justify a consistent viewpoint.
*6Wv.05 Begin to use figurative language to evoke an imaginative response from the reader.
6Wg.02 Punctuate direct and reported speech accurately.
6Wg.06 Ensure grammatical agreement of quantifiers with countable and uncountable nouns, e.g. less and fewer.
6Wc.04 Include different viewpoints in fiction, e.g. when writing stories with flashbacks.
6Wp.02 Begin to decide when it is helpful to take notes and how to record them.
Objectives that are only covered in the non-statutory guidance:
3Wc.04 Write a simple playscript based on a given narrative.
Speaking and Listening
Objectives that are not covered at all:
*1SLm.04 Show some use of non-verbal communication techniques.
1SLr.02 Suggest how someone's non-verbal communication reflects their feelings.
*2SLm.04 Show some use of non-verbal communication techniques.
*3SLm.04 Use non-verbal communication techniques for different purposes.
3SLr.02 Begin to comment on the ways that meaning can be expressed verbally and non-verbally in different contexts.
*4SLm.04 Use non-verbal communication techniques for different purposes.
4SLr.02 Comment on the ways that meaning can be expressed verbally and non-verbally in different contexts.
*5SLm.04 Adapt non-verbal communication techniques for different purposes and contexts.
5SLr.02 Comment on how and why communication varies in different contexts.
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74
*6SLm.04 Adapt non-verbal communication techniques for different purposes and contexts.
6SLr.02 Begin to explain variations in communication, including register.
V1 20Y09
Mapping Cambridge Primary English 0058 (Stages 1 to 6) to the national curriculum for England primary English programme of study (Years 1 to 6)
75
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