Page 2 of 32 2019 key stage 1 English reading test mark schemes C 1.Ioduction 3 2.e of the test 3 3.C 4 4.E 6 4.1Applyingthemarkschemes 7 5.Inal moderation procedures 8 6.M1:eading prompt and answer booklet 9 Section1: MyBigBrotherJJ 9 2 0 obj
Thank you for providing a happy environment for my child. The programmes of study for English are set out year-by-year for key stage 1 and two-yearly for key stage 2. ), words with the possessive, start joining lower-case letters and write words where the capitals and lower-case letters are proportional to each other, use a variety of punctuation, including: capitals, full stops, exclamation marks, question marks, commas for lists, apostrophes for the contracted form and the possessive, write stories, poetry and accounts of personal experiences, Make writing part of a game: play shops, schools or cafes and make writing fun, Buy your child their own notebook to write stories or make a fact file about their favourite animal or football team, Start a scrapbook and encourage your child to have a go at captions and labels. Years 1 and 2. Core - English Curriculum Coordinator: Mrs Simone Hartley General Information English is a subject which teaches students to become confident, effective and critical users of language and texts. Year 2 End of Year Expectations. Well done to the amazing team that makes The Discovery School so great! one person unfollowed me // automatically checked by https://t.co/3nEzuE1A0h, one person followed me // automatically checked by https://t.co/3nEzuE1A0h, It’s very foggy in Carlton. <>
UTS Cambridge, trading as University of Cambridge Primary School, is a private company limited by guarantee, and an exempt charity, registered in England and Wales under company registration number 08557665, with registered address: The Old Schools, Trinity Lane, Cambridge, CB2 1TS. Welcome to the Primary Language Curriculum (2019) for stages 1 to 4. You may be given an exercise book in order to write your comments in when you read with them. The content for core subjects is specific to Year 2, while foundation subjects are prescribed only for the whole of Key Stage 1. Our curriculum evolves in discussion with children and our wider staff team so that it is stays fresh and dynamic; but these expectations are our guide. 8i�������p���}� ��i>�ahFBϿ�>�^� ;6`�ι/r Vt �V]V:y1�tX�: ,����Sg���a`AxͲ�"�fQ4��
���w������$� Oғ�. Password must contain at least one lowercase character. The teachers are great, friendly and always listen to you. Structure Strands, sub-strands and threads The Australian Curriculum: English Foundation to Year 10 is organised into three interrelated strands that support students' growing understanding and use of Standard Australian English (English). The single year blocks at key stage 1 reflect the rapid pace of development in word reading during these two years. Years 3 and 4. Literacy is a daily lesson, made up of three aspects: Across these areas, the children will be working with a range of material, including stories, non-fiction and poetry. If your child develops a liking for a certain author, find as many of their books as possible. You can, with this guide to classes in Year 2. Please contact Delivery Team on 0113 3200 750 if you have any queries.
Home; About us; Curriculum; Classes; Clubs; Community; Contact Encourage them to write a, If you have a blackboard, write simple messages for your child to read, learn to spell words with suffixes, words in the contracted form (don't, can't, etc. Vyn�JH�Bha��b��?��=(����`���J'ܗ�B\|\_l���K��.�)h�-���� Q/�*���� ���LS�d�-���(�ba�u�,@}p�,�/����V� ?�����;����p��+ 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: Use and understand the grammatical terminology in English appendix 2 in discussing their writing. Structure Strands, sub-strands and threads The Australian Curriculum: English Foundation to Year 10 is organised into three interrelated strands that support students' growing understanding and use of Standard Australian English (English). Children are expected to achieve different milestones at the end of each year. This PDF gives details of what we are working towards in Year 2. Curriculum Maps. This PDF gives details of what we are working towards in Year 2. On behalf of my daughter and I - thank you for the support you have given; it is very much appreciated. We also teach children how to develop learning skills – please see below. English Appendix 2 guidance: (2G6.3) Formation of nouns using suffixes such as –ness, –er and by compounding [for example, whiteboard, superman] (2G6.3) Formation of adjectives using suffixes such as –ful, –less (A fuller list of suffixes can be found in the year 2 spelling section in English Appendix 1) National curriculum in England: English programmes of study - key stages 1 and 2 Ref: DFE-00181-2013 PDF , 1.02MB , 88 pages National curriculum in England: English programme of study - key stage 3
It applies in all school contexts—English-medium schools, Gaeltacht schools, Irish-medium schools and special schools. Very grateful now to be a subscriber and wanted to say a huge well done to you all as I think it's a great site and resource.'. Children are expected to achieve different milestones at the end of each year. Special Educational Needs and Disabilities, Social, Emotional and Mental Health and Wellbeing, Our Children's Friendly Child Protection Policy, Support for parents during school closures, Promoting wellbeing and good mental health in children, Wellbeing support for children who have additional special educational needs, Useful sources of further information and local contacts. Children should be allowed to choose a book at school to take home with them to read. Options Subject Choice in Year 8. This is the first generation to be born with complete technology. You can also download KS1 SATs English papers to check your child's progress and help boost their confidence about the Y2 tests or follow our KS1 SATs Learning Journey. Check your Y2 child's progress in English with our free Y2 English Progress checks, three mini-tests for the autumn, spring and summer terms. Interested in getting weekly updates from us? 2019 national curriculum tests Key stage 1. The generation born after the year 1994 until 2004 is referred to as Generation Z. become more fluent in reading as their phonic knowledge increases, predict what will happen in a story on the basis of what has been read so far, Read books together, taking turns and talking about the parts you liked. Our Year 9 and Year 10 English course focuses on a range of classic and contemporary literature to develop basic literacy and thinking skills. and get FREE worksheets, activities & offers from TheSchoolRun.com, 21 things every parent needs to know about cursive handwriting, SATs revision: your KS1 SATs English helper. <>
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Counting Objects Using One-to-One Correspondence, Vocabulary, Spelling, Punctuation and Grammar, Autumn Block 2 (Addition and Subtraction), Spring Block 1 (Addition and Subtraction), Summer Block 1 (Multiplication and Division), Autumn Block 4 (Multiplication and Division), Spring Block 1 (Multiplication and Division), Summer Block 4 (Mass, Capacity and Temperature), Autumn Block 3 (Multiplication and Division), Spring Block 3 (Decimals and Percentages), Spring Block 5 (Perimeter, Area and Volume), Summer Block 1 (Place Value and Statistics), Spring Block 4 (Length, Height and Perimeter), Summer Block 1 (Shape, Position and Direction), Spring Block 2 (Length, Perimeter and Area), Summer Block 5 (Mass, Capacity and Coordinates), Summer Block 1 (Money, Decimals and Percentages), Summer Block 3 (Time and Converting Units), Autumn Block 5 (Perimeter, Area and Volume), Spring Block 2 (Decimals and Percentages), apostrophes for the possessive (singular), Expanded noun phrases to describe and specify [for example, the blue butterfly], The present and past tenses correctly and consistently including the progressive form, Some features of written Standard English, Formation of nouns using suffixes such as –ness, –er and by compounding [for example, whiteboard, superman], Formation of adjectives using suffixes such as –ful, –less (A fuller list of suffixes can be found in the year 2 spelling section in English Appendix 1), Use of the suffixes –er, –est in adjectives, Use of –ly in Standard English to turn adjectives into adverbs, Subordination (using when, if, that, because), Expanded noun phrases for description and specification [for example, the blue butterfly, plain flour, the man in the moon], How the grammatical patterns in a sentence indicate its function as a statement, How the grammatical patterns in a sentence indicate its function as a question, How the grammatical patterns in a sentence indicate its function as a exclamation, How the grammatical patterns in a sentence indicate its function as a command, Correct choice and consistent use of present tense and past tense throughout writing, 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], Use of capital letters to demarcate sentences, Use of question marks to demarcate sentences, Use of exclamation marks to demarcate sentences, Apostrophes to mark where letters are missing in spelling and to mark singular possession in nouns [for example, the girl’s name], Year 1 Numbers from 11 to 20 Lesson Slides, Free Year 5 Measure Perimeter Lesson Slides, Free Year 1 Count and Write Numbers to 20 Lesson Slides, Year 6 Subtracting Fractions Lesson Slides, continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent, read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes, read accurately words of two or more syllables that contain the same graphemes as above, read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word, read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered, read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation, reread these books to build up their fluency and confidence in word reading, develop pleasure in reading, motivation to read, vocabulary and understanding by listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently, develop pleasure in reading, motivation to read, vocabulary and understanding by discussing the sequence of events in books and how items of information are related, develop pleasure in reading, motivation to read, vocabulary and understanding by becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales, develop pleasure in reading, motivation to read, vocabulary and understanding by being introduced to non-fiction books that are structured in different ways, develop pleasure in reading, motivation to read, vocabulary and understanding by recognising simple recurring literary language in stories and poetry, develop pleasure in reading, motivation to read, vocabulary and understanding by discussing and clarifying the meanings of words, linking new meanings to known vocabulary, develop pleasure in reading, motivation to read, vocabulary and understanding by discussing their favourite words and phrases, develop pleasure in reading, motivation to read, vocabulary and understanding by continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear, 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, understand both the books that they can already read accurately and fluently and those that they listen to by checking that the text makes sense to them as they read, and correcting inaccurate reading, understand both the books that they can already read accurately and fluently and those that they listen to by making inferences on the basis of what is being said and done, understand both the books that they can already read accurately and fluently and those that they listen to by answering and asking questions, understand both the books that they can already read accurately and fluently and those that they listen to by 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, explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves, spell by segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly, learn new ways of spelling phonemes for which 1 or more spellings are already known, and learn some words with each spelling, including a few common homophones, learn to spell more words with contracted forms, learn the possessive apostrophe (singular) [for example, the girl’s book], Distinguish between homophones and near-homophones, add suffixes to spell longer words including –ment, –ness, –ful, –less, –ly, apply the spelling rule for 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, apply the spelling rule for the /s/ sound spelt c before e, i and y, apply the spelling rule for the /n/ sound spelt kn and (less often) gn at the beginning of words, apply the spelling rule for the /r/ sound spelt wr at the beginning of words, apply the spelling rule for the /l/ or /əl/ sound spelt –le at the end of words, apply the spelling rule for the /l/ or /əl/ sound spelt –el at the end of words, apply the spelling rule for the /l/ or /əl/ sound spelt –al at the end of words, apply the spelling rule for words ending –il, apply the spelling rule for the /aɪ/ sound spelt –y at the end of words, apply the spelling rule for adding –es to nouns and verbs ending in –y, apply the spelling rule for adding –ed, –ing, –er and –est to a root word ending in –y with a consonant before it, apply the spelling rule for adding the endings – ing, –ed, –er, –est and –y to words ending in –e with a consonant before it, apply the spelling rule for adding –ing, –ed, –er, –est and –y to words of one syllable ending in a single consonant letter after a single vowel letter, apply the spelling rule for the /ɔ:/ sound spelt a before l and ll, apply the spelling rule for the /ʌ/ sound spelt o, apply the spelling rule for the /i:/ sound spelt –ey, apply the spelling rule for the /ɒ/ sound spelt a after w and qu, apply the spelling rule for the /ɜ:/ sound spelt or after w, apply the spelling rule for the /ɔ:/ sound spelt ar after w, apply the spelling rule for the /ʒ/ sound spelt s, apply the spelling rules for the suffixes –ment, –ness, –ful , –less and –ly, spell with the possessive apostrophe (singular nouns), spell words homophones and near-homophones, write from memory simple sentences dictated by the teacher that include words using the, form lower-case letters of the correct size relative to one another, 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, write capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters, use spacing between words that reflects the size of the letters, develop positive attitudes towards and stamina for writing by writing narratives about personal experiences and those of others (real and fictional), develop positive attitudes towards and stamina for writing by writing about real events, develop positive attitudes towards and stamina for writing by writing poetry, develop positive attitudes towards and stamina for writing by writing for different purposes, consider what they are going to write before beginning by planning or saying out loud what they are going to write about, consider what they are going to write before beginning by writing down ideas and/or key words, including new vocabulary, consider what they are going to write before beginning by encapsulating what they want to say, sentence by sentence, make simple additions, revisions and corrections to their own writing by evaluating their writing with the teacher and other pupils, make simple additions, revisions and corrections to their own writing by rereading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form, make simple additions, revisions and corrections to their own writing by proofreading 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.
This curriculum is for teachers of all children. Win a 12-month subscription to Tappity - the #1 science app for kids! Years 7 and 8. Password must contain at least 10 alphanumeric (letter or number) characters. endobj
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