All of our year groups cover the complete curriculum with the exception of Maths, English, Computing and Language. Currently, Maths and English are being developed through new activities as well as integrated into existing ones.
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National Curriculum Standard | Hands-On Education Activity |
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En1/1a listen and respond appropriately to adults and their peers | |
En1/1b ask relevant questions to extend their understanding and knowledge | |
En1/1c use relevant strategies to build their vocabulary | |
En1/1d articulate and justify answers, arguments and opinions | |
En1/1e give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings | |
En1/1f maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments | |
En1/1g use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas | |
En1/1h speak audibly and fluently with an increasing command of Standard English | |
En1/1i participate in discussions, presentations, performances, role play/improvisations and debates | |
En1/1j gain, maintain and monitor the interest of the listener(s) | |
En1/1k consider and evaluate different viewpoints, attending to and building on the contributions of others | |
En1/1L select and use appropriate registers for effective communication | |
En1/2.1a apply phonic knowledge and skills as the route to decode words | |
En1/2.1b respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes | |
En1/2.1c read accurately by blending sounds in unfamiliar words containing GPCs that have been taught | |
En1/2.1d read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word | |
En1/2.1e read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings | |
En1/2.1f read other words of more than one syllable that contain taught GPCs | |
En1/2.1g read words with contractions, and understand that the apostrophe represents the omitted letter(s) | |
En1/2.1h read books aloud, accurately that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words | |
En1/2.1i reread these books to build up their fluency and confidence in word reading | |
En1/2.2a develop pleasure in reading, motivation to read, vocabulary and
understanding by:
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En1/2.2b understand both the books they can already read accurately and fluently
and those they listen to by:
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En1/2.2c participate in discussion about what is read to them, taking turns and listening to what others say | |
En1/2.2d explain clearly their understanding of what is read to them | |
En1/3.1a spell:
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En1/3.1b name the letters of the alphabet:
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En1/3.1c add prefixes and suffixes:
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En1/3.1d apply simple spelling rules and guidance, as listed in Appendix 1 | |
En1/3.1e write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far. | |
En1/3.2a sit correctly at a table, holding a pencil comfortably and correctly | |
En1/3.2b begin to form lower-case letters in the correct direction, starting and finishing in the right place | |
En1/3.2c form capital letters | |
En1/3.2d form digits 0-9 | |
En1/3.2e understand which letters belong to which handwriting ‘families’ (ie letters that are formed in similar ways) and to practise these | |
En1/3.3a write sentences by:
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En1/3.3b discuss what they have written with the teacher or other pupils | |
En1/3.3c read their writing aloud clearly enough to be heard by their peers and the teacher. | |
En1/3.4a develop their understanding of the concepts set out in Appendix
2 by:
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En1/3.4b use the grammatical terminology in English Appendix 2 in discussing their writing and reading. |