The Text-Based Curriculum
Focus Texts
Year1
Year2
Year3
Year4
Year5
Year6
Writing Types
Year 1
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Character
Description
Character
Profile
Instructions
Making
Predictions
Narrative
Personal
Opinion
Persuasive
Playscript
Recount
Report
Retelling
Setting
Description
Story
Openings
Year 2
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Character
Description
Character
Profile
Instructions
Making
Predictions
Narrative
Personal
Opinion
Persuasive
Playscript
Recount
Report
Retelling
Setting
Description
Story
Openings
Year 3
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Author
Awareness
Character
Description
Character
Profile
Instructions
Making
Predictions
Narrative
Personal
Opinion
Persuasive
Playscript
Recount
Report
Retelling
Setting
Description
Story
Openings
Year 4
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Author
Awareness
Character
Description
Character
Profile
Explanatory
Instructions
Making
Predictions
Narrative
Personal
Opinion
Persuasive
Playscript
Recount
Report
Retelling
Setting
Description
Story
Openings
Transforming
Text
Year 5
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Author
Awareness
Biography
Character
Description
Character
Profile
Discussion
Explanatory
Instructions
Making
Predictions
Narrative
Personal
Opinion
Persuasive
Playscript
Recount
Report
Retelling
Setting
Description
Story
Openings
Transforming
Text
Year 6
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Author
Awareness
Biography
Character
Description
Character
Profile
Discussion
Explanatory
Instructions
Journalistic
Making
Predictions
Narrative
Personal
Opinion
Persuasive
Playscript
Recount
Report
Retelling
Setting
Description
Story
Openings
Transforming
Text
The Text-Based Curriculum
Year 1 Grammar and Punctuation
Year 1
Teach
rammarand Punctuation
Teach
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Leave spaces between words.
Leave spaces between words
Identify the purpose of leaving spaces between words e.g. spaces allow the meaning to be communicated to
the reader.
Join words and joining clauses using 'and'.
Start by teaching children to use and to add an additional word to their sentence e.g. I was lonely and cold.
Then move on to using and as a co-ordinating conjunction. Teaching must be underpinned by a secure
understanding of a regular main clause.
Encourage children to extend sentences they give you using the word ‘and.’ Model using the word ‘and’ to
join clauses in sentences that you write.
Begin to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark.
Discuss the purpose of punctuation and its role in communicating meaning to the reader e.g. what does ?
tell or infer to the reader? Link punctuation, where applicable, to the sentence type (question, statement
and command). Use the word ‘sentence’ to purely describe statements, use question and command for
these different structures. Teach them to recognise common question words that start questions.
Use a capital letter for names of people, places, the days of the week, and the personal pronoun 'I'.
Encourage children to recognise and the use capital letters for proper nouns and the personal pronoun ‘I.’
Verbalise the use of capital letters when you are writing. Get the children to correct mistakes that you
have made with more obvious capital letters.
capital Letter, capital letter, word, punctuation, full stop, question mark, exclamation mark
Word, singular, plural, sentence
letter, word, punctuation, full stop, question mark, exclamation mark
Word, singular, plural, sentence
Understand regular plural noun suffixes -s or -es [dog, dogs, wish, wishes], including the effects of these
suffixes on the meaning of the noun.
Within reading identify singular and plural common and proper nouns. Discuss how the plural is formed.
Discuss nouns in terms of regular or irregular and the subsequent pluralisation.
Encourage children to verbally show there is more than one of something. Demonstrate how this would look
on paper and model writing plurals, Verbalise this in modelled writing. Share spelling patterns for when
to add -es with the children.
Understand how words can combine to make sentences.
Talk to the children about sentence building and use the language of subject and verb. Teach children
about the parts of regular statements. Introduce the adjective
Model saying the sentence before it is written. Model saying the words as you write them. Model reading
through the sentence pointing at the words as you read.
Terminology to be taught:
Letter, capital letter, word, punctuation, full stop, question mark, exclamation mark
Word, singular, plural, sentence
capital Letter, capital letter, word, punctuation, full stop, question mark, exclamation mark
Word, singular, plural, sentence
Year 2 Grammar and Punctuation
Teach
Reinforce the following
Use of capital letters and full stops
to demarcate the start and end
of a sentence
Use of question marks at the end of
a sentence to show the sentence
is a question
Use of exclamation marks to make
the sentence ‘stronger’
Identify and use common and
proper nouns
Teach
Explore other uses of capital letters (people, places, days of the week, personal
pronoun ‘I’)
Develop use of commas in lists
Develop use of apostrophes for shortened forms and the possessive (singular)
Use apostrophes to mark in the missing letter for shortened words and to
demonstrate the regular possession
Identify and use verbs
Choose verbs carefully to give the reader a clear picture or description. There
are four different types of verb forms; the base form – jump; the –s form –
jumps; the ing form –jumping or the ed form – jumped. Ensure that verbs that
use time are accurate and consistent. Ensure accurate use of the –ing form (or
continuous form)
Identify adjectives
Identify and use adverb
Explore how using simple conjunctions (connectives that connect together ideas
within a sentence) connect together ideas, and, but, so, because
Sentences are made bigger by joining clauses or parts of clauses together using
conjunctions. In co-ordination the units are the same kind: the children were
wet and cold; Jack had an ice cream and Mary had a doughnut
Explore subordinate clauses (using when, if, that, because) and coordination (using or, and, but)
In subordination the units joined are not of the same kind: John went to the cinema although he missed
the film; the dog went in the garden, where he found his ball
Identify and use effectively articles in a sentence (the/a/an)
Explore expanded noun phrases to describe and specify (e.g the blue butterfly)
Choose nouns and adjective carefully to give the reader a clear picture , to identify and clarify
Introduce sentences with different forms: statement; question; exclamation and command
Identify what sort of meaning a sentence expresses. A statement conveys information; a question asks for
information; a command tells someone to do something; and an exclamation shows that someone’s feelings
have been suddenly aroused. Model word order and type, in order to indicate the function of the sentence.
A simple sentence has a subject and a verb, it may also have an object. Start to change statements into
questions
Identify and use correct and past tense. Including the use of regular verbs and the progressive form of the
present and past tense
The progressive tenses are used with dynamic verbs – those capable of change i.e she is drumming (simple
present – she drums) and she was sleeping (simple past – she slept)
Terminology to be taught
Apostrophe, comma, statement, question, exclamation, command, Compound, suffix, adjective, verb tense
(past, present)
Year 3 Grammar and Punctuation
Reinforce the following
Explore the effect of word
Order including the
use of conjunctions
Pronouns
Explore how tenses
change verbs e.g present
perfect v. simple past
( change tenses between
present and past)
Identify and correctly
use articles in a sentence
TEACH
Formation of nouns using a range of prefixes (e.g super- anti- auto-)
Look at nouns beginning with the target prefixes within a text and ask children to suggest meanings based on
their knowledge of the prefixes.
Teaching demonstrates how the meaning of the word is changed through the addition of a prefix or suffix.
Extend the range of sentences with more than one clause by using a wider range of conjunctions
Discuss the type of subordinating conjunction, its meaning and purpose and which verb tense should follow. Use
the conjunctions in a wide range of writing ensuring that children are clear on what they mean in the context
they are used. See if the children can suggest alternatives so that the meaning is maintained as well
conjunctions that will later the meaning. Discuss the conjunctions that would not make sense and see if
they are able to suggest why.
Express time, place and cause by using adverbs (e.g then, next , soon, therefore)
Express time, place and cause by using conjunctions (e.g, when, before, afterwards, while, so, because)
The first and third person
Express time , place and cause by using prepositions (e.g before, after, during, in, because and cohesion and
Capital letters and full stops to avoid repetition)
Look at the position of the conjunction/ adverb/ preposition within a sentence and how this can effect meaning.
Question marks and
Choose nouns and pronouns for clarity
exclamation marks
Commas in lists
Use of the apostrophes
Introduction to paragraphs as a way to group related material
Look at paragraphs in texts, identify the main point of each paragraph and the linked sentences.
Make sure children understand that boxing up is a way of deciding what is going to go into each paragraph of
writing. Ensure that text maps reinforce the paragraphs of writing. Model the reasons for moving onto a new
paragraph in their writing e.g. a new topic a shift in scene or time.
Use of the present perfect form of verbs instead of the simple past (e.g He has gone out to play contrasted with he went out to play)
Discuss when the verb started, whether the action is fully completed and whether it is still going.
Children understand how to use the present perfect from of the verb for something that started in the past and continues to the present day.
Use forms of a or an according to whether the next word begins with a consonant or vowel (e.g a rock, an open box)
Teach the a/ an as determiners or articles that precede common nouns.
Explain that words that start with a vowel sounds are preceded by an a and words that start with a noun are preceded by an. Ensure that this choice is
modelled in guided writing and referred to in marking while children are developing the skill.
Word families based on common words showing how words are related in in form and meaning (e.g solve, solution, solver, dissolve, insoluble)
Explore, through reading, the meaning of words that are unknown but linked to common known words, focus on their form and meaning within a
sentence. This should also include discussion of their word class.
Use the links between words to model using them to help spell accurately e.g. I am not sure if dissolve has one s or two, it is from the word ‘solve’ and
then has ‘dis’ added to it so it must be two.
Use headings and sub-headings to aid presentation.
Talk to the children about heading and subheadings as being a tool to include in texts to support the reader’s navigation. They are ways to clarify or
organise content.
Point out these features in reading sessions and ask children to identify their purpose. Use in text maps and modelled writing and ensure that they
have opportunities to include them in their own work.
Begin to use inverted commas to punctuate direct speech.
Make opportunities to identify direct speech in texts and discuss the role of inverted commas. Practise generating examples of direct speech orally and
model writing this down with inverted commas.
Model saying the words that are said out loud and then putting inverted commas either side of them. Model just reading the words inside the inverted
commas to see if they are the actual words that are spoken.
Terminology to be taught
Preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech
Year 4 Grammar and Punctuation
Reinforce the following
Careful choice of nouns and
noun plurals; verbs ; adverbs
and adjectives
Explore how connectives link
together ideas in sentences or
paragraphs;
explore time connectives and
cause and effect connectives to
make the sequence of events
clearer
TEACH
Use expanded noun phrases to convey complicated information concisely.
Model building from a noun phrase to an expanded noun phrase and verbalise to the children what you are
doing. (e.g the teacher expanded to the strict maths teacher with curly hair)
Use fronted adverbials. Ensure use of commas after the fronted adverbial
Model editing simple sentences by the addition of an adverb at the beginning. Make sure that the children
understand the importance of an appropriate adverb being selected. Mark appropriately with the comma.
Teach children when you would add a fronted adverbial and in what genres you would expect to find them
( e.g Later that day , I heard the bad news)
Reinforce choice of nouns or pronouns appropriately for clarity and cohesion and to avoid repetition.
Identify and change verbs from
Model at sentence level, substituting nouns for pronouns to avoid repetition. Teach children that if they
past and present tense in
have a singular noun they will need a singular pronoun etc. Share examples when it is unclear who or what
speech and in writing
is being referred to so that the children understand the common misuse of them.
Use of the comma
Use of the apostrophe
Set out and punctuate dialogue
Extend the range of sentences with more than one clause by using a wider range of conjunctions including
when, if , because, also
Organise paragraphs around a theme.
Teach the children to develop a paragraph from its central, main idea. Sufficient detail must be brought
into the paragraph through a series of sentences linked to its main idea.
Model paragraphing as a strategy to organise pieces of writing and show how you decide what will and will
not go into the paragraph. Make sure you demonstrate appropriate quantity for different paragraph
purposes
Understand 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].
Make it explicit to children that we may talk in a certain way but this is not the ‘voice’ we use for writing. Ensure that
children know that standard English relates to grammatical correctness. Talk to children about how language evolves
over time.
Talk about when it is appropriate to select different dialects.
Point out some of the most common differences for your class
Indicate possession by using the possessive apostrophe with plural nouns.
Ensure that children understand the apostrophe is showing the possession and not the plural.
Use and punctuate direct speech
Verbalise what you are doing as you add speech punctuation, e.g. this is the boundary between the words that are said
and the rest of the writing so I know I need to place some punctuation in here. Get children to say out loud the words
that would actually be said and then check that they have inverted commas around those words
Terminology to be taught
determiner, pronoun, possessive pronoun, adverbial
Year 5 Grammar and Punctuation
Reinforce the following
TEACH
Use of adjectives and verbs
Range and use of pronouns Devices to build cohesion within a paragraph (e.g then, after, this, that, firstly)
to avoid repetition and
confusion
Linking ideas across paragraphs using adverbials of time ( e.g later)
Change writing between the
past and present tense and
Linking ideas across paragraphs using adverbials of place (e.g nearby)
vice versa
Make simple sentences
longer by adding a phrase Linking ideas across paragraphs using adverbials of number (e.g secondly)
or clause
Form compound sentences Linking ideas across paragraphs using adverbials of tense choices (e.g he had seen her before)
by joining two simple sentences
Know that complex
Use the perfect form of tenses to mark relationship of time and cause
sentences link two or more
ideas together in one
Use modal verbs or adverbs to indicate degrees of possibility.
Make sure that teaching demonstrates that the modal verb chosen increases or decreases the level
sentence
Use complex sentences to of possibility e.g. ‘might’ is less possible than ‘must.’
make writing smooth and Emphasise how the modal verb is modifying the verb that follows it e.g. might go.
flowing
Use relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e.
Identify that some
omitted) relative pronoun.
sentences are statements/
Model verbalising the comma and emphasising what to start the relative clause with based on the
questions/instructions or
context of the sentence e.g. who for a person, which for a thing. Reinforce that a relative clause
commands and the
is a subordinate clause and dependant on the main clause for its full meaning.
structure of the sentence
Demonstrate reading the rest of the sentence without the relative clause to show that it would
can affect the meaning
still make sense. Talk to the children about why you are making the choice to include these
sentences in particular writing. These are the most simple of complex sentences.
Reinforce direct and
reported speech
Convert nouns or adjectives into verbs using suffixes [for example, –ate; –ise; –ify]
Teaching would show the focus noun or adjective in the context of a sentence or text to be read. Within this sentence discuss the function
of the noun e.g. is it the subject? Articulate that you want to change the function of the noun to a verb and that this can be achieved
through adding a suffix. Show the verb in the context of a sentence and discuss its role and meaning and how it has changed. Give children
opportunities to practise this in grammar then sentence level.
Understand verb prefixes [for example, dis–, de–, mis–, over– and re–].
Teaching demonstrates how the meaning of the word is changed through the addition of a prefix. Point out words with prefixes in reading
and ask children to explain their meaning. Teaching needs to cover any spelling changes that need to take place when the suffix or prefix is
added. Give discrete work where children can replace words with prefix to change the meaning e.g. He did not appear again to He
disappeared. Make sure that children see this as a writing strategy that allows them to be more precise.
Use expanded noun phrases to convey complicated information concisely
Use brackets, dashes or commas to indicate parenthesis.
Teach children about the purpose of parenthesis linked to genre and formality.
Verbalise when the punctuation is being used in modelled writing and explain its use in context. Ensure that children understand that the
writing will still make sense if the section between the punctuation is removed.
Use commas to clarify meaning or avoid ambiguity in writing.
Verbalise the use of the comma first in lists and then to mark clauses. Point out in teaching the links between information and how the
clauses are related.
Terminology to be taught
Modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity
Year 6 Grammar and Punctuation
Reinforce the following
Commas for a range of purposes
The function of the ellipses
TEACH
Use hyphens effectively to link words together and to avoid ambiguity
Be explicit about how the hyphen use changes the meaning of the word. E.g I am
going to re- cover the chair; he recovered from his illness.
Inverted commas to mark direct speech
and quotations
Recognise vocabulary and structures that are appropriate for formal speech and
writing, including subjunctive forms.
Effective and appropriate conjunctions
Appropriate structures and verb tense choice are linked to the level of formality
to link ideas
required by the spoken or written task. Model formation and use of both passive
and subjunctive forms. Ensure children understand when to select the passive or the
Appropriate and effective use of simple, subjunctive form.
compound and complex sentences
Positive and negative sentences
The use of double negatives
Conditional sentences
Changing direct speech to reported
speech and vice versa
Use of possessive, personal and
relative pronouns
Use passive verbs to affect the presentation of information in a sentence
Edit sentences to use the passive voice to create a more formal tone/ hide the
subject in narrative when covering appropriate genres e.g. I could write “Lots of
people attended the meeting,” but it will sound more formal if I alter the sentence to
“The meeting was attended by lots of people.”
Understand how words are related by meaning as synonyms and antonyms [for
example, big, large, little].
Teach what the terms mean and then frequently refer to antonyms/ synonyms – look
for powerful and appropriate synonyms
Link 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.
Show how devices are used in writing to build cohesion e.g., I am going to start this sentence with, ‘For this reason…’ so
the person knows I am building on the detail in the previous sentence. Point out specific things that are included to
create cohesion across a text e.g. I am going to return to the description that I used at the beginning of the instructions
so the reader knows that this is what they should have made etc.
Understand layout devices [for example, headings, sub-headings, columns, bullets, or tables, to structure text].
Provide opportunities for children to structure writing in different ways across the curriculum and show they can use
layout devices appropriately. Allow children to identify other ways of presenting /lay out work
Punctuate bullet points consistently.
Punctuation needs to follow the bullet points e.g. no full stops if they have written phrases, full stops if they have
written sentences
Use a colon to introduce a list
Use semi colons; brackets or dashes to mark boundaries between independent clauses
Terminology to be taught:
Ellipses, hyphen, colon, semi-colon, bullet points
Preposition, conjunction,, word family, prefix, clause, subordinate clause, direct speech
Irregular Verbs
Irregular verbs can be an area of weakness. Therefore a select
list of irregular verbs will be addressed and taught more
frequently and with more emphasis rather than featuring as a
one off grammar objective.
Autumn
Year 3
Year 4
Spring
Autumn
Say (said)
Run (ran)
See (saw)
Think (thought)
Throw (threw)
Know (knew)
Come (came)
Throw (threw)
Teach (taught)
Sell (sold)
Sing (sang)
Tell (told)
Write (wrote)
Find (found)
Get (got)
Give (gave)
Eat (ate)
Make (made)
Pay (paid)
Send (sent)
Hold (held)
Fall (fell)
Blow (blew)
Bring (brought)
Can (could)
Have (had)
Hear (heard)
go (went)
Take (took)
Break (broke)
Buy (bought)
Creep (crept)
Drink (drank)
Win (won)
Catch (caught)
Bend (bent)
Mean (meant)
Say (said)
Run (ran)
See (saw)
Think (thought)
Throw (threw)
Know (knew)
Come (came)
Teach (taught)
Sell (sold)
Sing (sang)
Keep (kept)
Fight (fought)
Sit (sat)
Ride (rode)
Tell (told)
Write (wrote)
Find (found)
Get (got)
Give (gave)
Eat (ate)
Make (made)
Pay (paid)
Send (sent)
Hold (held)
Fall (fell)
Sleep (slept)
Begin (began)
Wear (wore)
Grow (grew)
Summer
Year 5
Blow (blew)
Bring (brought)
Can (could)
Have (had)
Hear (heard)
go (went)
Take (took)
Break (broke)
Buy (bought)
Creep (crept)
Drink (drank)
Win (won)
Catch (caught)
Bend (bent)
Mean (meant)
Stand (stood)
Kneel (knelt)
Sink (sank)
Choose (chose)
Hang (hung)
Say (said)
Run (ran)
See (saw)
Think (thought)
Throw (threw)
Know (knew)
Come (came)
Throw (threw)
Teach (taught)
Sell (sold)
Sing (sang)
Keep (kept)
Fight (fought)
Sit (sat)
Ride (rode)
Mean (meant)
Rise (rose)
Shine (shone)
Swim (swam)
Speak (spoke)
Tell (told)
Write (wrote)
Find (found)
Get (got)
Give (gave)
Eat (ate)
Make (made)
Pay (paid)
Send (sent)
Hold (held)
Fall (fell)
Sleep (slept)
Begin (began)
Wear (wore)
Grow (grew)
Hide (hid)
Tear (tore)
Wind (wound)
Slide (slid)
Forgot (forget)
Year 6
Blow (blew)
Bring (brought)
Can (could)
Have (had)
Hear (heard)
go (went)
Take (took)
Break (broke)
Buy (bought)
Creep (crept)
Drink (drank)
Win (won)
Catch (caught)
Bend (bent)
Mean (meant)
Stand (stood)
Kneel (knelt)
Sink (sank)
Choose (chose)
Hang (hung)
Awake (awoke)
Lay (laid)
Shake (shook)
Say (said)
Run (ran)
See (saw)
Think (thought)
Throw (threw)
Know (knew)
Come (came)
Throw (threw)
Teach (taught)
Sell (sold)
Sing (sang)
Keep (kept)
Fight (fought)
Sit (sat)
Ride (rode)
Mean (meant)
Rise (rose)
Shine (shone)
Swim (swam)
Speak (spoke)
Bite (bit)
Rise (rose)
Freeze (froze)
Tell (told)
Write (wrote)
Find (found)
Get (got)
Give (gave)
Eat (ate)
Make (made)
Pay (paid)
Send (sent)
Hold (held)
Fall (fell)
Sleep (slept)
Begin (began)
Wear (wore)
Grow (grew)
Hide (hid)
Tear (tore)
Wind (wound)
Slide (slid)
Forgot (forget)
May (might)
Understand
(understood)
Drive (drove)
Summer
blow (blew)
bring (brought)
can (could)
have (had)
hear (heard)
go (went)
take (took)
break (broke)
buy (bought)
creep (crept)
drink (drank)
Spring
The Text-Based Curriculum
Common Errors
Common Errors to address
Autumn
Spring
Summer
•
Use the verbs ‘done’ and
‘did’ accurately
•
Use the verbs ‘was’ and
‘were’ accurately
•
Use ‘this’, ‘that’, ‘those’
and ‘these’ appropriately.
•
Show an awareness of when
the word ‘go’ needs to be
followed with ‘to’.
•
Use ‘much’ and ‘many’
appropriately
•
Know what double negatives
are and how to avoid them.
These grammatical
elements have been
identified as areas of
weakness in the children’s
writing and speaking.
Therefore these common
errors will be addressed and
taught more frequently and
with more emphasis rather
than featuring as a one off
grammar objective.
The Text-Based Curriculum
Planning for The Text-Based
Curriculum
The Text-Based Curriculum
Text Based Curriculum
Weekly Timetable 2015-2016
Year 1 and 2
Monday
Reading and Application/consolidation of new phonic sounds
New vocabulary
Tuesday
Punctuation and Grammar ( Could be both in one week or
alternate weeks)
Wednesday
Planning for writing (Talk for writing and/or reading for
performance; Drama)
Thursday
Writing task
Friday
Responding to marking ( Self assess; redraft; identify own
mistakes)
The Text-Based Curriculum
Text Based Curriculum
Weekly Timetable 2015-2016
Year 3 and 4
Monday
Spelling including new spelling rules
Responding to marking
Tuesday
Reading including new vocabulary and/or reading for
performance
Wednesday
Punctuation and Grammar ( Could be both in one week or
alternate weeks)
Thursday
Writing task (long or short) including planning time
Friday
Reading
The Text-Based Curriculum
Text Based Curriculum
Weekly Timetable 2015-2016
Year 5 and 6
Monday
Spelling including new spelling rules
Tuesday
Responding to marking
Reading
Wednesday
Punctuation and Grammar ( Could be both in one week or
alternate weeks) Use previous day’s reading to support
Thursday
Writing task (long or short) including planning time
Friday
Writing including responding to marking
The Text-Based Curriculum