MARK CROSS CE PRIMARY SCHOOL English scheme of work Revised September 2014
Reading Writing Speaking and Listening
Strand
Reading:
Word Reading
1
Apply phonic knowledge to
decode words.
Use graphaphonic knowledge for
all 44 phonemes.
2
Continue to apply phonic
knowledge as the primary
strategy to decode. In
addition children should be
taught:
Blend for reading the taught GPC’
and endings: –s, -es, -ing, –ed –er
-est

Read contractions exception
words as well as words with more
than one syllable.

Read decodable books aloud,
applying phonic skills as the
primary strategy.



Reread for fluency and
confidence.

Blending sounds
including alternative
sounds for
graphemes.
Reading words of
two or more
syllables.
Common suffixes
Common exception
words.
To read most words
without overt
sounding and
blending.
Read decodable
books matched to
their improving
phonic knowledge.
3
4
Apply growing knowledge of
root words, prefixes and
suffixes.
Read further exception words.
Note unusual correspondences
between spelling and sound
and where these apply in
words.
5
6
Apply growing knowledge of root
words, prefixes and suffixes.
Read aloud with understanding of
new words they meet.
1
Strand
1
2
Reading:
Comprehension
To develop pleasure in reading,
motivation to read, vocabulary and
understanding by:
Develop pleasure in reading,
motivation to read,
vocabulary and
understanding by:
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Listening to and discussing
a wide range of texts –
poetry, stories and nonfiction texts
Becoming familiar with a
range of stories, retelling
them and joining in with
repeated and predictable
phrases.
Learning to appreciate
rhymes and poems and
recite some by heart
Discussing meanings of
new and unfamiliar words
To understand books they read and
listen to by:

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

Drawing on what they
already know or on
information provided
Checking the text for
sense and self – correcting
Making inference from the
text, discussing the title
and events.
Predict what may happen





Listening to,
discussing and
expressing views
about a variety of
text forms, including
those beyond that
which they can read
independently
Discussing a
sequence of events
in books, and
become familiar with
and retell a wider
range of stories
Being introduced to
different forms of
non-fiction books
Discussing and
clarifying the
meanings of words
and discuss favourite
words or phrases.
Continue to build up
a repertoire of
poems learnt by
heart and recite with
appropriate
3
4
Develop positive attitudes to
reading and understanding by:
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Listening and
discussing a wide
range of fiction,
poetry, non-fiction,
reference and text
books, identifying
themes and
conventions
Reading for a range of
purposes; discussing
words and phrases
that capture the
imagination
Read aloud and
perform poems and
playscripts
Checking for sense,
explaining the
6
Maintain positive attitudes to
reading and understanding of
what the read, by:

Listen to and discussing a
wide range of genre types.

Read books and poems
that have different
structures and forms;
reading for a range of
purposes.

Recommend books to their
peers, giving reasons for
choices. Participating in
discussions and challenging
views courteously,
including formal
presentations and debates.

Identify and discuss
themes and conventions in
and across a wide range of
writing.

Make comparisons within
and across books.

Preparing poems and playa
to read aloud and to
perform, showing
Use dictionaries

Understand what they read
when reading independently:

5
2

and explain their
understanding of the text
Participate in discussions,
listening and responding
to others.
intonation
Understand the books they
read and listen to by:



Drawing on what
they know or on
provided information
and vocabulary
Checking for sense
and self-correcting
inaccurate reading
Making inference ,
asking and answering
questions
Participate in discussions
about books and other works
that are read to them, taking
it in turns and listening to
what others say.
Explain and discuss their
understanding of texts that
they read and that they listen
to
meaning of words in
context


Ask questions and
draw inferences
understanding through
intonation, tone, volume
so that meaning is clear to
an audience.

Check that books make
sense to them, discussing
content and meaning of
words. Ask questions to
improve understanding.

Draw on inferences such as
character feelings,
thoughts and motives,
providing evidence and
justifying reasoning.

Make predictions from
details stated and implied
and summarise
information and key
events.

Identify how language,
including figurative
language, structure and
presentation contribute to
meaning.

Distinguish between fact
and opinion.

Retrieve, record and
Predict what happens
next; summarise
paragraphs

Identify how
language, structure
and presentation
contribute to meaning

Retrieve and record
information from nonfiction text

By discussing books
read to them and
those read by
themselves
3
Year
Writing:
Transcription
Spelling
(See English
Appendix 1)
1
Spell:


Words containing the 44
phonemes taught.
Common exception words
and days of the week.
Name:
 Letters of the alphabet in
order and use letter names
to distinguish between
alternative spellings.
Add Prefixes and suffixes:
 Use spelling rules for
adding –s or –es.
 Using prefix –un
 Using –ing, -ed, -er, -estwhere the root word
doesn’t change.
Apply simple spelling rules (see
appendix 1)
Write from memory simple
sentences dictated by the teacher
including skills taught so far.
2
Spell by:
 Segmenting words
using graph aphonics.
 Learning new ways of
spelling homophones.
 Learn to spell
common exception
words.
 Learn to spell more
simple contractions.
 Learning the
possessive apostrophe
(singular)
 Distinguishing
between homophones
and near
homophones. (See
appendix 1)
3
4
Use further prefixes and
suffixes and rule for applying
them.
present information from
non-fiction.
5
6
Use further prefixes and suffixes
and rule for applying them.
Spell words with ‘silent’ letters
Spell further homophones.
Spell words that are often
misspelt.
Continue to spell homophones and
other words which are often
confused.
Place the possessive
apostrophe accurately.
Use knowledge of morphology and
etymology in spelling.
Use the first two or three
letters in a word to check
spellings.
Use dictionaries to check spellings
and meaning of words using the
first 3 or four letters.
Write from memory simple
sentences dictated by the
teacher including skills
Add suffixes including –ment, - taught so far.
ness, -full, -less, -ly
Use a thesaurus.
Apply simple spelling rules
(see appendix 1)
Write from memory simple
sentences dictated by the
teacher including skills taught
so far.
4
Year
Handwriting
and
Presentation
1
Sit correctly at a table holding a
pencil comfortably and correctly.
Begin to form lower case letters in
the correct direction, starting and
finishing in the correct place.
Form capitals and form digits 1-9
Year
Writing:
Composition
Understand which letters belong to
which handwriting ‘families.’
1
Pupils should be taught to write
sentences by:
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Saying out loud what they
are going to write about
Composing a sentence
orally before writing it
Sequencing sentences to
form short narratives
Rereading what they have
written to check that it
makes sense
Discuss what they have written
2
Form lower-case letters of the
correct size relative to one
another
Start to use lead ins to join
letters where appropriate.
3
4
Write legibly, fluently and with
increasing speed by:
To increase the legibility,
consistency and quality of
their handwriting
Choosing which shape of a letter to
use and deciding whether or not to
join letters.
Choosing the writing implement
best suited to the task.
Use spacing between words.
2
3
4
Plan their writing by:


Consider what they are going
to write before beginning, by:
planning or saying out loud
what they are going to write
about, writing down ideas and
6
Start to use lead ins to join
letters where appropriate
Write capital letters and digits
of correct size and orientation.
To develop positive attitudes
towards and stamina for
writing, by writing about:
personal experiences and
those of others (real and
fictional), real events, poetry
and for different purposes.
5
Discussing similar
writing to that which
they are planning to
write, in order to
learn from its
structure, vocabulary
and grammar
Discussing and
recording ideas
Draft and write by:

Composing and
5
6
Plan their writing by:



Identify the audience for
and purpose of the writing;
selecting appropriate forms
and using writing as
models for their own.
Noting and developing
ideas, drawing on reading
and research.
Consider who authors have
developed character and
settings.
Draft and write by:
5
with the teacher or other pupils
Read their writing aloud, clearly
enough to be heard by their peers
and the teacher
key vocabulary and
encapsulating what they want
to say, sentence by sentence.
Make simple additions,
revisions and corrections to
their writing by:

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
rehearsing sentences
orally, progressively
building a varied
vocabulary and
increasing the range
of sentence
structures (Appendix
2)
Using paragraphs
Creating settings,
character and plot
Using simple
organisational
devices e.g.
headings, sub
headings
Evaluating their
writing with the

teacher and other
pupils
Rereading to check
that their writing
makes sense and that
vocabulary is used
correctly and
consistently.
Proofreading to check Evaluate and edit by:
for errors in spelling,
 Assessing the
grammar and
effectiveness of their
punctuation.
own and others’
Reading aloud what
writing and
they have written with
suggesting
appropriate
improvements
intonation to make

Proposing changes to
the meaning clear.
grammar and
vocabulary to
improve consistency
 Proof read for
spelling and




Selecting appropriate
grammar and vocabulary,
understanding how such
choices can change and
enhance meaning.
Précising longer passages.
Use a wide range of
devices to build cohesion
across paragraphs.
Use further organisational
and presentational devices
– to structure text.
Evaluate and Edit:

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

Assessing their own and
others’ writing.
Make changes to
vocabulary, grammar, and
punctuation.
Ensure the consistent and
correct use of tense though
out a piece of writing.
Ensure correct subject and
verb agreement when
using singular and plural,
distinguishing between the
language of speech and
writing.
Proofread for spelling and
punctuation errors.
Perform their own
6
punctuation errors
Read their own
writing aloud to a
group or whole class,
using appropriate
intonation

Year
1
2
Writing:
Pupils should be taught to:
Pupils should be taught to:
Vocabulary,
Grammar and
Punctuation
Develop their understanding of the
concepts of set out in the English
Appendix 2 by:
Develop their understanding
of the concepts set out in
English app 2 by :





Leaving spaces between
words
Joining words and joining
clauses using ‘and’
Beginning to punctuate
sentences using a capital
letter, and a full stop, a
question mark or
exclamation mark
Using capital letters in the
appropriate places
Learn the grammar for year
1 in English app 2
Learning how to use
both familiar and new
punctuation correctly
– see English app 2,
including full stops,
capital letters,
exclamation marks,
question marks,
commas for lists and
apostrophes for
contracted form and
possessive
Learn how to use:
Sentences with
different forms:
statement , question,
4
Develop their understanding
of the concepts set out in
Appendix 2



Use the grammar terminology in
English Appendix 2 in discussing
3



Extend the range of
sentences with more
than one clause by
using a range of
conjunctions : when,
if, because, although
Using the present
perfect form of verbs
in contrast to the
past tense
Choosing nouns or
pronouns
appropriately and to
avoid repetition
Use conjunctions,
adverbs and
prepositions to
express time and
clause
composition using reading
and speaking skills.
5
6
Develop their understanding of the
concepts set out in English
appendix 2.
Recognising vocabulary and
structures that is appropriate for
formal speech and writing,
including subjunctive forms.
Using passive verbs to affect the
presentation of information in a
sentence.
Using the perfect form of verbs to
mark relationships of time and
cause. Using modal verbs or
adverbs to indicate degrees of
possibility.
Using expanded noun phrases to
convey complicated information
concisely.
7
their writing
Year
Speaking and
Listening
exclamation,
command
 Expanded noun
phrases to describe
and specify
 The present and past
tenses correctly and
consistently including
the progressive form
 Subordination (using
when, if, that, or
because) and coordination (using or,
and, or but)
 The grammar for year
2 in English appendix
2
 Some features of
written standard
English
Use and understand the
grammatical terminology in
English appendix
1







2

Use fronted
adverbials
Learning the
grammar for Years 3
and 4 in appendix 2


Indicate grammatical and
other features by:

Using commas after
fronted adverbials
Use the possessive
apostrophe with
plural nouns
Use and punctuate
direct speech
Use and understand
the grammatical
terminology in
appendix 2



3
4
Use clause beginning with question
words.
Learning grammar for y5 and 6 in
English appendix 2.
Indicate grammatical and other
features by:
 Using commas to clarify
meaning or avoid
ambiguity in writing.
 Using brackets, dashes or
commas, and semicolons.
 Punctuate bullet points
consistently
5
6
Listen and respond to adults appropriately
Ask relevant questions
Use relevant strategies to build their vocabulary
Articulate and justify answers, arguments and opinions
Give well structured descriptions, explanations and narratives for different purposes, including for expressing feelings
Maintain attention and participate actively, staying on topic
Use spoken language to develop understanding through speculating, hypothesising, imaging and exploring ideas
8
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
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
Speak audibly and fluently
Participate in discussions, presentations, performances, role play and debates
Gain, maintain and monitor the interest of the listener
Consider and evaluate different viewpoints
Select and use appropriate registers for effective communication
9