National Curriculum


National Curriculum of England Hands-On Education Activity
En5/1 Spoken Language
  • The objectives for Spoken Language are common across Key Stages 1 and 2.
En5/1a listen and respond appropriately to adults and their peers
    En5/1b ask relevant questions to extend their understanding and knowledge
      En5/1c use relevant strategies to build their vocabulary
        En5/1d articulate and justify answers, arguments and opinions
          En5/1e give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
            En5/1f maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
              En5/1g use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
                En5/1h speak audibly and fluently with an increasing command of Standard English
                  En5/1i participate in discussions, presentations, performances, role play/improvisations and debates
                    En5/1j gain, maintain and monitor the interest of the listener(s)
                      En5/1k consider and evaluate different viewpoints, attending to and building on the contributions of others
                        En5/1l select and use appropriate registers for effective communication
                          En5/2.1 Word Reading
                          • The objectives for Reading are common across Years 5 and 6.
                          En3/2.1a apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in Appendix 1, both to read aloud and to understand the meaning of new words they meet
                            En5/2.2 Comprehension
                              En5/2.2a develop positive attitudes to reading, and an understanding of what they read, by:
                              1. continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
                              2. reading books that are structured in different ways and reading for a range of purposes
                              3. 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
                              4. recommending books that they have read to their peers, giving reasons for their choices
                              5. identifying and discussing themes and conventions in and across a wide range of writing
                              6. making comparisons within and across books
                              7. learning a wider range of poetry by heart
                              8. 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
                                En5/2.2b understand what they read by:
                                1. checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
                                2. asking questions to improve their understanding
                                3. drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence
                                4. predicting what might happen from details stated and implied
                                5. summarising the main ideas drawn from more than 1 paragraph, identifying key details that support the main ideas
                                6. identifying how language, structure, and presentation contribute to meaning
                                  En5/2.2c discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
                                    En5/2.2d distinguish between statements of fact and opinion
                                      En5/2.2e retrieve, record and present information from non-fiction
                                        En5/2.2f 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
                                          En5/2.2g 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
                                            En5/2.2h provide reasoned justifications for their views
                                              • The objectives for Writing are common across Years 5 and 6.
                                              En5/3.1a use further prefixes and suffixes and understand the guidance for adding them
                                                En5/3.1b spell some words with ‘silent’ letters
                                                  En5/3.1c continue to distinguish between homophones and other words which are often confused
                                                    En5/3.1d use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in Appendix 1
                                                      En5/3.1e use dictionaries to check the spelling and meaning of words
                                                        En5/3.1f use the first 3 or 4 letters of a word to check spelling, meaning or both of these in a dictionary
                                                          En5/3.1f use a thesaurus
                                                            En5/3.2 Handwriting and Presentation
                                                            • Pupils should be taught to write legibly , fluently and with increasing speed by using the below methods.
                                                            En5/3.2a choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters
                                                              En5/3.2b choosing the writing implement that is best suited for a task
                                                                En5/3.3 Composition
                                                                  En5/3.3a Plan their writing by:
                                                                  1. identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
                                                                  2. noting and developing initial ideas, drawing on reading and research where necessary
                                                                  3. in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed
                                                                    En5/3.3b Draft and write by:
                                                                    1. selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
                                                                    2. in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action
                                                                    3. précising longer passages
                                                                    4. using a wide range of devices to build cohesion within and across paragraphs
                                                                    5. using further organisational and presentational devices to structure text and to guide the reader
                                                                      En5/3.3c Evaluate and edit by:
                                                                      1. assessing the effectiveness of their own and others’ writing
                                                                      2. proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
                                                                      3. ensuring the consistent and correct use of tense throughout a piece of writing
                                                                      4. ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register
                                                                        En5/3.3d proofread for spelling and punctuation errors
                                                                          En5/3.3e perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear
                                                                            En5/3.4 Vocabulary, grammar & punctuation

                                                                              En5/3.4a develop their understanding of the concepts set out in Appendix 2 by:

                                                                              1. recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms
                                                                              2. using passive verbs to affect the presentation of information in a sentence
                                                                              3. using the perfect form of verbs to mark relationships of time and cause
                                                                              4. using expanded noun phrases to convey complicated information concisely
                                                                              5. using modal verbs or adverbs to indicate degrees of possibility
                                                                              6. using relative clauses beginning with who, which, where, when, whose, that or with an implied (ie omitted) relative pronoun
                                                                              7. learning the grammar for years 5 and 6 in Appendix 2
                                                                                En5/3.4b indicate grammatical and other features by:
                                                                                1. using commas to clarify meaning or avoid ambiguity in writing
                                                                                2. using hyphens to avoid ambiguity
                                                                                3. using brackets, dashes or commas to indicate parenthesis
                                                                                4. using semicolons, colons or dashes to mark boundaries between independent clauses
                                                                                5. using a colon to introduce a list
                                                                                6. punctuating bullet points consistently
                                                                                  En5/3.4c use and understand the grammatical terminology in Appendix 2 accurately and appropriately in discussing their writing and reading.

                                                                                    Hands-On Education's approach to the National Curriculum for English Studies

                                                                                    Hands-On Education has a unique approach to incorporating the national curriculum for English studies into their educational framework. They believe in maximizing the benefits of the curriculum by incorporating as many elements as possible into their activities each academic year. Their activities are designed to be both educational and stimulating, with each one being tied to at least one national curriculum point. However, their ultimate objective is to deliver a fun and interactive learning experience for children.

                                                                                    It is important to note that while the national curriculum is comprehensive, there may still be areas where additional focus is needed. For instance, computer science is becoming increasingly important in today's digital age, and some schools may choose to offer additional classes or resources in this area. Similarly, while swimming is not currently part of the national curriculum, it is still an important life skill that many schools choose to teach.

                                                                                    Hands-On Education strives to offer parents and teachers uncomplicated yet effective activities that can be effortlessly implemented. By doing so, they hope to make learning more accessible and enjoyable for children. Overall, their approach to the national curriculum for English studies is well-rounded and designed to meet the needs of both educators and students.

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