National Curriculum

National Curriculum of England Hands-On Education Activity
En1/1 - Spoken Language
  • The objectives for Spoken Language are common across Key Stages 1 and 2.
En1/1 - Spoken Language
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
                    En1/2.1 - Word Reading
                      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
                                        En1/2.2 Comprehension
                                        En1/2.2a develop pleasure in reading, motivation to read, vocabulary and understanding by:
                                        1. listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently
                                        2. being encouraged to link what they read or hear to their own experiences
                                        3. becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics
                                        4. recognising and joining in with predictable phrases
                                        5. learning to appreciate rhymes and poems, and to recite some by heart
                                        6. discussing word meanings, linking new meanings to those already known
                                        En1/2.2b understand both the books they can already read accurately and fluently and those they listen to by:
                                        1. drawing on what they already know or on background information and vocabulary provided by the teacher
                                        2. checking that the text makes sense to them as they read and correcting inaccurate reading
                                        3. discussing the significance of the title and events
                                        4. making inferences on the basis of what is being said and done
                                        5. predicting what might happen on the basis of what has been read so far
                                          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
                                              En1/3.1 Spelling
                                                En1/3.1a spell:
                                                1. words containing each of the 40+ phonemes already taught
                                                2. common exception words
                                                3. the days of the week
                                                  En1/3.1b name the letters of the alphabet:
                                                  1. naming the letters of the alphabet in order
                                                  2. using letter names to distinguish between alternative spellings of the same sound
                                                    En1/3.1c add prefixes and suffixes:
                                                    1. using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs
                                                    2. using the prefix un–
                                                    3. using –ing, –ed, –er and –est where no change is needed in the spelling of root words
                                                      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.
                                                          En1/3.2 Handwriting and Presentation
                                                          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
                                                                    En1/3.3 Composition
                                                                    En1/3.3a write sentences by:
                                                                    1. saying out loud what they are going to write about
                                                                    2. composing a sentence orally before writing it
                                                                    3. sequencing sentences to form short narratives
                                                                    4. re-reading what they have written to check that it makes sense
                                                                    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.
                                                                    En2/3.4 Vocabulary, grammar & punctuation
                                                                      En1/3.4a develop their understanding of the concepts set out in Appendix 2 by:
                                                                      1. leaving spaces between words
                                                                      2. joining words and joining clauses using "and"
                                                                      3. beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark
                                                                      4. using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’
                                                                      5. learning the grammar for year 1 in Appendix 2
                                                                        En1/3.4b use the grammatical terminology in English Appendix 2 in discussing their writing and reading.

                                                                          Check out our approach to the National Curriculum

                                                                          Hands-On Education takes the English curriculum seriously and is dedicated to covering as many parts of it as possible for Year One through Year Six groups. It's important that children are given the opportunity to learn in an enjoyable and interactive way, as this can help to foster a lifelong love of learning. By designing activities, lesson plans, worksheets and videos that link to at least one point in the English national curriculum, Hands-On Education is ensuring that children are not just having fun, but are also learning important skills that will serve them well in the future. Additionally, by providing parents and teachers with activities that actually work, Hands-On Education is making it easier for them to support their children's education and make the most of their learning opportunities. Some benefits of this approach are:

                                                                          • Children are more likely to engage with learning when it is fun and interactive.
                                                                          • Linking activities to the national curriculum ensures that children are learning important skills that will be useful to them in the future.
                                                                          • Providing parents and teachers with effective activities can help to improve children's learning outcomes.
                                                                          • By covering as many parts of the national curriculum as possible, Hands-On Education is helping to ensure that children are well-prepared for their academic future.

                                                                          Another benefit of Hands-On Education is that it covers a wide range of subjects. From science and math to art and music, children are given the opportunity to explore multiple areas of the curriculum. This not only helps to broaden their knowledge base, but it also allows them to discover their strengths and interests, which can help guide them in their academic and career paths.

                                                                          In conclusion, Hands-On Education is an organization that is truly making a difference in the lives of children. By providing them with a fun and interactive learning experience that covers a wide range of subjects, they are helping to ensure that children are well-prepared for their academic future.

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