English – Comprehension

Intent, Implementation and Impact

Subject Key Objective Progression & Development by Year Groups

The following is a guide to help you understand your child’s progression through school.

All lessons are differentiated. This means teachers plan activities that enable the objective to be learned by all children including those who will find the objective challenging, those children who with hard work will secure good progress and those children who can tackle extra stretch and challenge in this subject.

English – Comprehension – Primary Curriculum

EYFS


English – Comprehension – Foundation stage:

Children understand what is actually being said and done.

Year 1


English – Comprehension – Year 1:

Children make basic inferences about what is being said and done.

Year 2


English – Comprehension – 
Year 2:

Children make and explain inferences about what is being said and done.

Year 3


English – Comprehension –
Year 3:

Children make inferences about characters’ feelings, thoughts and motives from their actions.

Year 4


English – Comprehension –
Year 4:

Children make inferences about characters from their actions, justifying this with evidence.

Year 5


English – Comprehension –
Year 5:

Children make more complex inferences about characters and events, justifying these with evidence.

Year 6


English – Comprehension –
Year 6:

Children continue to make more complex inferences about characters and events, justifying these with evidence by quoting from the text.

Mastery


English – Comprehension – Mastery:

Children apply their knowledge of inference to increasingly complex texts.

Intent, Implementation and Impact

The curriculum is designed with our pupils and the Swinemoor community in mind.

It enables children to access and enhance their understanding of their home, their town and the wider community, developing their cultural capital and giving them opportunities and choices about their future and their impact as they progress through their school career and beyond.

This will help them become successful members of modern British society, preparing them for the challenges and opportunities.

  • Intent

English – Comprehension

  • Curriculum lead: Mrs Burton

  • Curriculum Statements

EYFS: “Demonstrate understanding when talking with others about what they have read.”

KS1: “Make inferences on the basis of what is being said and done”

KS2: “Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence”

  • Related Vocabulary

EYFS:
Character (T2)
Event (T2)
Story (T1)

KS1:
Setting (T2)
Theme (T2)
Infer (T3)

KS2:
Simile (T3)
Metaphor (T3)
Imagery (T3)

  • Cultural Capital

Children may demonstrate an understanding of inference, and be able to deduce information from a given text, image or context.

They may be able to discuss a range of texts, and understand how a skill of inference and comprehension will enable opportunities in later life.

Children may be able to discuss great works of fiction and their authors, and use their wider knowledge of literature to develop their understanding of the change in social, educational and national cultures.

They may be able to compare texts from different cultures, and demonstrate an understanding of the context behind cultural works of fiction.

  • School aims

  • Achieve beyond expectations

  • Be proud of our community, our school, our achievements and our peers

  • Compete, with the belief that we have every chance of success

  • Develop a culture where we take appropriate risk

  • Enable people to work together, in order to achieve more than we could on our own

  • British Values

  • Democracy

  • Rule of law

  • Individual liberty

  • Mutual respect

  • Tolerance of different faiths & beliefs

  • Implementation

What will be made, produced, performed, or published?

Children will demonstrate their understanding and comprehension of a text through a series of lessons, demonstrating their understanding in their responses to texts in a written form or through dialogue with peers and teachers.

  • Sequencing

  • EYFS:  Children understand what is actually being said and done.
  • Year 1:  Children make basic inferences about what is being said and done.
  • Year 2: Children make and explain inferences about what is being said and done.
  • Year 3: Children make inferences about characters’ feelings, thoughts and motives from their actions.

  • Year 4: Children make inferences about characters from their actions, justifying this with evidence.
  • Year 5:  Children make more complex inferences about characters and events, justifying these with evidence.
  • Year 6:   Children continue to make more complex inferences about characters and events, justifying these with evidence by quoting from the text.
  • Mastery:  Children apply their knowledge of inference to increasingly complex texts.