Benenden Curriculum

English

Reading & Speaking: Progression

Word Reading

I can use my understanding of root words, prefixes (including re-, sub-, inter-, super-, anti-, auto-), and suffixes (including -ation, -ous), to help me understand the meaning of new words.

I can read and decode further exception words accurately, including words that do not follow spelling patterns.

Comprehension

I can show that I enjoy reading by reading a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.

I can show that I enjoy reading by reading lots of different types of books and for different reasons.

I can use a dictionary to check the meaning of words.

I can read a wide range of books, fairy stories, myths and legends and retell some of them to others.

I can discuss words and phrases that excite me in the books that I read.

I can discuss different types of poetry e.g. free verse and narrative poetry.

I can identify themes and conventions in a wide range of books.

I can check what I have read, and that I have understood it, by telling someone else what has happened.

I can ask questions about what I have read to help me understand a complicated text.

I can tell from what I have read how a character is feeling and thinking and why they take an action. I can show you the parts of the text that tell me this.

I can predict what will happen in a text, using details I have already read to help me.

I can summarise what has happened in a text, using themes from paragraphs to help me.

I can understand how the use of words in a text, how it is set out, and its presentation add to its meaning.

I can find and record information from non-fiction texts over a wide range of subjects.

I can join in a clear reasoned discussion about the books and poems that I have read, taking turns and listening to others.

Spoken Language

fiction, poetry, plays, non-fiction and reference books or textbooks.

I can show that I enjoy reading by reading lots of different types of books and for different reasons.

I can use a dictionary to check the meaning of words.

I can read a wide range of books, fairy stories, myths and legends and retell some of them to others.

I can discuss words and phrases that excite me in the books that I read.

I can discuss different types of poetry e.g. free verse and narrative poetry.

I can identify themes and conventions in a wide range of books.

I can check what I have read, and that I have understood it, by telling someone else what has happened.

I can ask questions about what I have read to help me understand a complicated text.

I can tell from what I have read how a character is feeling and thinking and why they take an action. I can show you the parts of the text that tell me this.

I can predict what will happen in a text, using details I have already read to help me.

I can summarise what has happened in a text, using themes from paragraphs to help me.

I can understand how the use of words in a text, how it is set out, and its presentation add to its meaning.

I can find and record information from non-fiction texts over a wide range of subjects.

I can join in a clear reasoned discussion about the books and poems that I have read, taking turns and listening to others.

I can listen to and discuss a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks

I can prepare poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action

I can discuss words and increasingly complex phrases that capture the reader's interest and imagination

I can ask reasoned questions to improve my understanding of a text. I can take part in considered discussion about books that are read to me and those that I can read, taking turns and listening to what others say.

I can make up and repeat sentences aloud (including conversations) increasing my vocabulary and my knowledge of sentence structure

I can read aloud my own writing, to a group or the whole class, using the tone and volume of my voice so that the meaning is clear

I can describe positions on a 2-D grid using positive coordinates

I can describe movements between positions as translations of a given unit to the left/right and up/down

I can ask relevant questions with reasoning and use different types of scientific enquiries to answer them

I can make a clear and reasoned report on findings from scientific enquiries

I can use relevant scientific language to discuss my ideas with reasoning, and communicate findings in ways that are appropriate for different audiences

Writing: Progression

Spelling

I can use the prefixes in-, im-, il-, ir-, sub-, inter-, super-, anti-, auto-.

I can understand and add the suffixes -ation, -ous.

I can add endings which sound like ‘shun’ spelt -tion, -sion, -ssion, -cian e.g. invention, tension, discussion, magician.

I can spell words ending with the ‘g’ sound spelt ‘gue’ and the ‘k’ sound spelt -que e.g. rogue, tongue, antique, unique.

I can spell words which sound the same but have different meanings: accept/except, affect/effect, ball/bawl, berry/bury, knot/not, medal/meddle, missed/mist, rain/rein/reign, scene/seen, weather/whether, whose/who’s.

I can spell more complex words that are often misspelt e.g. caught, occasionally, interest.

I can spell words with the ‘s’ sound spelt ‘sc’ e.g. science, scene.

I can use the possessive apostrophe correctly in words with regular plurals e.g. girls’, boys’ and in words with irregular plurals e.g. children’s.

I can use the first three or four letters of a word to check its spelling in a dictionary.

I can accurately write sentences from memory, dictated by the teacher, that include words and punctuation taught so far.

Handwriting

I can use some of the diagonal and horizontal strokes I need to join letters and know which letters, when they are next to one another, are best left unjoined.

I can write so that my letters are easy to read, all the same way up and the same size; my writing is spaced properly so that my letters don’t overlap.

Composition

I can plan and improve my writing by discussing examples from other writers that I like and looking at their use of sentence structure, words and grammar.

I can plan my writing by talking about the important parts to have in a story, poem, explanation or non-fiction piece, and I can redraft this work a number of times.

I can rewrite my work, making improvements by saying the work out loud, using the best words I know and the best sentence structures I can.

I can use paragraphs to organise my writing so that blocks of text flow and ideas are grouped together.

I can draft and rewrite work that creates settings, characters and plots that excite the reader by using my best vocabulary, and I can adapt my work depending on the audience.

I can organise my non-narrative writing so that it has headings and sub-headings.

I can assess my work, and that of others, and suggest improvements.

I can edit my work by changing the grammar to improve the way my work reads.

I can proof-read my writing for spelling and use of punctuation.

I can read my work out to a group with confidence and make sure it sounds interesting, controlling tone and volume so that its meaning is clear.

Vocabulary, Grammar & Punctuation

I can explain the difference between the plural and the possessive -s.

I can use the correct form of the verb inflection e.g. we were instead of we was.

I can make my writing interesting by using adjectives and other descriptive methods.

I can use an adverb phrase at the start of a sentence e.g. Later that day, I heard the bad news.

I can use paragraphs to organise ideas around a theme.

I can use a mixture of pronouns and nouns in my writing to aid continuity and avoid words being repeated.

I can use inverted commas and other punctuation to indicate direct speech e.g. The conductor shouted, ‘Sit down!’.

I can use apostrophes to mark plural possession e.g. the girl’s name, the girls’ names.

I can use commas after adverbials at the beginning of a sentence e.g. Later that day, we heard the good news.

I can understand and use the following terms: determiner, pronoun, possessive pronoun, adverbial.

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