En2/1 Spoken Language The objectives for Spoken
Language are common across Key Stages 1 and 2. |
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En2/1a listen and respond appropriately to adults and their peers |
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En2/1b ask relevant questions to extend their understanding and knowledge |
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En2/1c use relevant strategies to build their vocabulary |
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En2/1d articulate and justify answers, arguments and opinions |
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En2/1e give well-structured descriptions, explanations and narratives for
different
purposes, including for expressing feelings |
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En2/1f maintain attention and participate actively in collaborative
conversations,
staying on topic and initiating and responding to comments |
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En2/1g use spoken language to develop understanding through speculating,
hypothesising, imagining and exploring ideas |
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En2/1h speak audibly and fluently with an increasing command of Standard English
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En2/1i participate in discussions, presentations, performances, role
play/improvisations and debates |
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En2/1j gain, maintain and monitor the interest of the listener(s) |
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En2/1k consider and evaluate different viewpoints, attending to and building on
the
contributions of others |
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En2/1l select and use appropriate registers for effective communication |
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En2/2.1 Word Reading |
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En2/2.1a continue to apply phonic knowledge and skills as the route to decode
words until automatic decoding has become embedded and reading is fluent |
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En2/2.1b read accurately by blending the sounds in words that contain the
graphemes taught so far, especially recognising alternative sounds for graphemes
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En2/2.1c read accurately words of two or more syllables that contain the same
graphemes as above |
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En2/2.1d read words containing common suffixes |
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En2/2.1e read further common exception words, noting unusual correspondence
between spelling and sound and where these occur in the word |
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En2/2.1f read most words quickly and accurately, without overt sounding and
blending, when they have been frequently encountered |
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En2/2.1g read aloud books closely matched to their improving phonic knowledge,
sounding out unfamiliar words accurately, automatically and without undue
hesitation |
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En2/2.1h reread these books to build up their fluency and confidence in word
reading |
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En2/2.2 Comprehension |
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En2/2.2a 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
- discussing the sequence of events in books and
how items of information are related
- becoming increasingly familiar with and
retelling a wider range of stories, fairy stories and traditional tales
- being introduced to non-fiction books that are
structured in different ways
- recognising simple recurring literary language
in stories and poetry
- discussing and clarifying the meanings of words,
linking new meanings to known vocabulary
- discussing their favourite words and phrases
- continuing to build up a repertoire of poems
learnt by heart, appreciating these and reciting some, with appropriate
intonation to make the meaning clear
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En2/2.2b 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
- checking that the text makes sense to them as
they read, and correcting inaccurate reading
- making inferences on the basis of what is being
said and done
- answering and asking questions
- predicting what might happen on the basis of
what has been read so far
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En2/2.2c 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 |
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En2/2.2d explain and discuss their understanding of books, poems and other
material, both those that they listen to and those that they read for themselves
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En2/3.1 Spelling |
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En2/3.1a spell:
- segmenting spoken words into phonemes and
representing these by graphemes, spelling many correctly
- learning 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
- learning to spell common exception words
- learning to spell more words with contracted
forms
- learning the possessive apostrophe (singular)
- distinguishing between homophones and
near-homophones
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En2/3.1b add suffixes to spell longer words, including –ment, –ness, –ful,
–less, –ly |
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En2/3.1c apply simple spelling rules and guidance, as listed in Appendix
1 |
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En2/3.1d write from memory simple sentences dictated by the teacher that include
words using the GPCs, common exception words and punctuation taught so far. |
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En2/3.2 Handwriting and Presentation |
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En2/3.2a form lower-case letters of the correct size relative to one another
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En2/3.2b 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 |
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En2/3.2c write capital letters and digits of the correct size, orientation and
relationship to one another and to lower-case letters |
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En2/3.2d use spacing between words that reflects the size of the letters |
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En2/3.3 Composition |
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En2/3.3a develop positive attitudes towards and stamina for writing by:
- writing narratives about personal experiences
and those of others (real and fictional)
- writing about real events
- writing poetry
- writing for different purposes
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En2/3.3b Consider what they are going to write before beginning by:
- planning or saying out loud what they are going
to write about
- writing down ideas and/or key words, including
new vocabulary
- encapsulating what they want to say, sentence by
sentence
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En2/3.3c make simple additions, revisions and corrections to their own writing
by:
- evaluating their writing with the teacher and
other pupils
- 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
- proofreading to check for errors in spelling,
grammar and punctuation (for example, ends of sentences punctuated
correctly)
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En2/3.3d read aloud what they have written with appropriate intonation to make
the meaning clear |
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En2/3.4 Vocabulary, grammar & punctuation |
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En2/3.4a develop their understanding of the concepts set out in Appendix
2 by:
- learning how to use both familiar and new
punctuation correctly (see English
Appendix 2) , including full stops, capital letters, exclamation
marks, question marks, commas for lists and apostrophes for contracted
forms and the possessive (singular)
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En2/3.4b learn how to use:
- sentences with different forms: statement,
question, exclamation, command
- expanded noun phrases to describe and specify
- the present and past tenses correctly and
consistently including the progressive form
- subordination (using when, if, that, or because)
and co-ordination (using or, and, or but)
- learning the grammar for year 2 in English
Appendix 2
- some features of written Standard English
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En2/3.4c use and understand the grammatical terminology in English
Appendix 2 in discussing their writing and reading. |
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