National Curriculum


National Curriculum of England Hands-On Education Activity
En4/1 Spoken Language
  • The objectives of Spoken Language are common across Key Stages 1 and 2.
En4/1a listen and respond appropriately to adults and their peers
    En4/1b ask relevant questions to extend their understanding and knowledge
      En4/1c use relevant strategies to build their vocabulary
        En4/1d articulate and justify answers, arguments and opinions
          En4/1e give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
            En4/1f maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
              En4/1g use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
                En4/1h speak audibly and fluently with an increasing command of Standard English
                  En4/1i participate in discussions, presentations, performances, role play/improvisations and debates
                    En4/1j gain, maintain and monitor the interest of the listener(s)
                      En4/1k consider and evaluate different viewpoints, attending to and building on the contributions of others
                        En4/1l select and use appropriate registers for effective communication
                          En4/2.1 Word Reading
                            En4/2.1a 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
                              En4/2.1b read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word
                                En4/2.2 Comprehension
                                  En4/2.2a develop positive attitudes to reading, and an understanding of what they read, by:
                                  1. listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
                                  2. listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
                                  3. using dictionaries to check the meaning of words that they have read
                                  4. increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally
                                  5. identifying themes and conventions in a wide range of books
                                  6. preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
                                  7. discussing words and phrases that capture the reader’s interest and imagination
                                  8. recognising some different forms of poetry
                                  En4/2.2b understand what they read, in books they can read independently, 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 of a text
                                  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. identifying main ideas drawn from more than 1 paragraph and summarising these
                                  6. identifying how language, structure, and presentation contribute to meaning
                                  En4/2.2c retrieve and record information from non-fiction
                                  En4/2.2d 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
                                  En4/3.1 Spelling
                                    En4/3.1a use further prefixes and suffixes and understand how to add them
                                    (English Appendix 1)
                                      En4/3.1b spell further homophones
                                        En4/3.1c spell words that are often misspelt
                                        (English Appendix 1)
                                          En4/3.1d place the possessive apostrophe accurately in words with regular plurals and in words with irregular plurals
                                            En4/3.1e use the first 2 or 3 letters of a word to check its spelling in a dictionary
                                              En4/3.1f write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far
                                                En4/3.2 Handwriting and Presentation
                                                  En4/3.2a use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left un-joined
                                                    En4/3.2b increase the legibility, consistency and quality of their handwriting
                                                      En4/3.3 Composition
                                                        En4/3.3a Plan their writing by:
                                                        1. discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
                                                        2. discussing and recording ideas
                                                          En4/3.3b Draft and write by:
                                                          1. composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures
                                                            (See English Appendix 2)
                                                          2. organising paragraphs around a theme
                                                          3. in narratives, creating settings, characters and plot
                                                          4. in non-narrative material, using simple organisational devices
                                                            En4/3.3c Evaluate and edit by:
                                                            1. assessing the effectiveness of their own and others’ writing and suggesting improvements
                                                            2. proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences
                                                              En4/3.3d proofread for spelling and punctuation errors
                                                                En4/3.3e read their own writing aloud, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear
                                                                  En4/3.4 Vocabulary, grammar & punctuation
                                                                    En4/3.4a develop their understanding of the concepts set out in Appendix 2 by:
                                                                    1. extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although
                                                                    2. using the present perfect form of verbs in contrast to the past tense
                                                                    3. choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition
                                                                    4. using conjunctions, adverbs and prepositions to express time and cause
                                                                    5. using fronted adverbials
                                                                    6. learning the grammar for years 3 and 4 in Appendix 2
                                                                      En4/3.4b indicate grammatical and other features by:
                                                                      1. using commas after fronted adverbials
                                                                      2. indicating possession by using the possessive apostrophe with singular and plural nouns
                                                                      3. using and punctuating direct speech
                                                                        En4/3.4c use and understand the grammatical terminology in Appendix 2 accurately and appropriately in discussing their writing and reading.

                                                                          Hands-On Education's approach to English Activities in the National Curriculum

                                                                          Hands-On Education is an innovative approach to teaching English in the National Curriculum for England. The program focuses on providing students with practical, hands-on activities that engage them in the learning process. This approach is designed to help students develop their language skills in a fun and interactive way, while also providing them with a deeper understanding of English language and literature.

                                                                          One of the key features of the Hands-On Education approach is its emphasis on creativity. Students are encouraged to use their imagination and creativity to explore different aspects of the English language. This can include activities such as writing their own stories, creating their own poems, or even putting on their own plays.

                                                                          Another important aspect of the program is its focus on real-world applications. Students are encouraged to use their language skills in practical situations, such as writing letters or emails, or even giving presentations. This helps to reinforce the importance of language skills in everyday life, and helps students to see the relevance of what they are learning.

                                                                          Finally, the Hands-On Education program is designed to be inclusive. It recognizes that students have different learning styles and abilities, and provides opportunities for all students to participate and succeed. This can include activities such as group work, peer tutoring, or differentiated instruction.

                                                                          Overall, the Hands-On Education approach to English activities in the National Curriculum for England is an effective and engaging way to help students develop their language skills. By providing practical, creative, and inclusive activities, the program helps students to become confident and competent communicators, both in and out of the classroom.

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