English – Sentence

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.

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 – Sentence

  • Curriculum lead: Mrs Newton
  • Curriculum Statements

EYFS: “They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.”

KS1: “ Expanded noun phrases to describe and specify [for example, the blue butterfly].”

“Subordination (using when, if, that, or because) and co-ordination (using or, and, or but).”

KS2: “Using fronted adverbials.”

“Using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun.”

“Using passive verbs to affect the presentation of information in a sentence.”

  • Related Vocabulary

EYFS:
Phonics (T2)
Phoneme (T2))
Grapheme (T2)

KS1:
Noun phrase (T2)
Co-ordination (T2)
Subordination (T2)

KS2:
Fronted adverbial (T3)
Modifying adjective (T3)
Formal/informal (T2)
Passive (T2)

  • Cultural Capital

Children will be given opportunities to communicate to wider audiences and how to affect the reader through their choice of sentences.

They will understand the difference between writing a formal letter to an MP and writing an informal note to their friend.

They should be able to adapt their writing to suit different purposes throughout life.

  • 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 produce at least one piece of (purposeful) writing per week. Termly portfolio work in English will showcase sentence structure.

Pupils will also apply their knowledge of writing sentences to the portfolio work produced in other subjects.

  • Sequencing

  • EYFS: Children write simple sentences, spelling some words correctly and others in ways which are phonetically plausible.
  • Year 1: Children write simple sentences with increasingly accurate spellings, joining words and clauses using the word ‘and’.
  • Year 2: Children write sentences that include some description and extra detail (subordination).
  • Year 3: Children write sentences that include some description and extra detail, often relating to time, place and cause.
  • Year 4: Children write sentences that begin with fronted adverbials and that include some description and extra detail, often relating to time, place and cause.
  • Year 5: Children write detailed sentences that begin with fronted adverbials or relative clauses indicating degrees of possibility using adverbs or modal verbs.
  • Year 6: Children write complex, detailed sentences that begin with fronted adverbials or relative clauses and may include the use of the passive or subjunctive forms, depending on how informal or formal the context of the sentence.
  • Mastery: Children include a range of complex, detailed sentences throughout their writing.
  • Impact

What knowledge will the children have embedded?

Children will be able to write increasingly complex sentences, whilst also understanding the contexts in which to use different sentence structures and the effects these might have on the reader.

They will be able to use descriptive language appropriately, as well as develop the detail of their sentences whilst also thinking about relevance.

They will be able to explain their choice of sentence.

What retention may be demonstrated?

Here are some example questions that may be used to assess children’s understanding.

EYFS: Tell me a sentence you have written. Write a sentence to match this picture.

KS1:
Add some extra words to this sentence. Write some sentences to describe this picture.

KS2: Add an appropriate fronted adverbial to this sentence. Give an example of a formal/informal sentence.

English – Sentence – Primary Curriculum


English Sentence – Foundation stage:

Children write simple sentences, spelling some words correctly and others in ways which are phonetically plausible.


English Sentence – Year 1:

Children write simple sentences with increasingly accurate spellings, joining words and clauses using the word ‘and’.


English Sentence –
Year 2:

Children write sentences that include some description and extra detail (subordination).


English Sentence –
Year 3:

Children write sentences that include some description and extra detail, often relating to time, place and cause.


English Sentence –
Year 4:

Children write sentences that begin with fronted adverbials and that include some description and extra detail, often relating to time, place and cause.


English Sentence –
Year 5:

Children write detailed sentences that begin with fronted adverbials or relative clauses indicating degrees of possibility using adverbs or modal verbs.


English Sentence –
Year 6:

Children write complex, detailed sentences that begin with fronted adverbials or relative clauses and may include the use of the passive or subjunctive forms, depending on how informal or formal the context of the sentence.


English Sentence – Mastery:

Children include a range of complex, detailed sentences throughout their writing.

This collection of short films and resources will help you understand your child’s progression through school.

The curriculum film resource has been broken down by subject area initially and then by topic area.

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