Primary English 0058: Stage 6

Reading

Writing

Speaking and Listening

Word structure (phonics)

Vocabulary and language

Grammar and punctuation

Structure of texts

Interpretation of texts

Appreciation and reflection

Word structure (spelling)

Vocabulary and language

Grammar and punctuation

Structure of texts

Creation of texts

Presentation and reflection

Making yourself understood

Showing understanding

Group work and discussion

Performance

Reflection and evaluation

Vocabulary and language

Deduce the meanings of unfamiliar phrases from their context, including phrases which are no longer common in modern times.

Explore word origins and derivations, including the use of words from other languages.

Identify and record interesting and significant words, and synonyms, from texts to inform own writing.

Comment on a writer's choice of language, demonstrating some awareness of the impact on the reader.

Explore commonly used figurative expressions, e.g. as cool as a cucumber, crying crocodile tears.

Begin to explain how figurative language creates imagery in texts and takes understanding beyond the literal.

Explore in texts, and understand, the uses of colons, semi-colons, ellipses, parenthetic commas, dashes and brackets.

Identify the main clause and other clauses (subordinate clauses) in a complex sentence.

Begin to show awareness of the impact of a writer’s choices of sentence length and structure.

Explore how different relative pronouns are used in texts to introduce additional detail.

Identify different word classes in texts and understand their purposes.

Explore, and understand, the use of active and passive verb forms.

Explore differences between written and spoken English by comparing narrative and dialogue.

Explore and discuss grammatical features in a range of texts, e.g. verb forms, sentence types, use of different word classes.

Explore and describe the progression of ideas in a text, including the handling of time (e.g. to manage flashbacks, or events which are presented out of chronological order).

Explore and recognise the key features of text structure in a range of different fiction and non-fiction texts, including poems and playscripts.

Explore and recognise how ideas are organised and linked cohesively across a text, e.g. new chapters to manage flashbacks or events which are presented out of chronological order; use of however and on the other hand to introduce a new paragraph in a balanced argument.

Understand the difference between fiction and non-fiction texts and locate books by classification.

Read and explore a range of fiction genres, poems and playscripts, including identifying the contribution of any visual elements or multimedia.

Identify, discuss and compare different fiction genres and their typical characteristics.

Read and explore a range of non-fiction text types.

Identify, discuss and compare the purposes and features of different non-fiction text types, including balanced written arguments.

Explore explicit meanings in a range of texts.

Summarise explicit meanings drawn from more than one point in a text.

Explore implicit meanings in a range of texts.

Use evidence from more than one point in a story to support predictions about what might happen later in the story.

Make a range of plausible inferences from texts.

Comment on how a writer influences the reaction of readers, including how they present characters and settings, and evoke particular moods (e.g. suspense, anger, excitement).

Distinguish between fact and opinion in a range of texts.

Locate and use relevant information from one or more points in a text, or from different texts, confidently and efficiently.

Support answers to questions with reference to, or quotations from, one or more points in a text.

Recognise explicit and implicit ways in which the theme of a text is conveyed.

Comment on how different viewpoints are expressed in fiction and non-fiction texts.

Distinguish between texts with a writer's voice and texts with a narrator's voice.

Enjoy independent and shared reading of fiction genres, poems, playscripts and non-fiction texts.

Express personal responses to texts, including preferences in terms of language, style and themes.

Begin to choose a more diverse range of books to read, including writers or genres which compare or contrast with previous reading.

Comment on how readers might react differently to the same text, depending on where or when they are reading it.

Explore and use different ways of representing consonants, e.g. -ck, -k, -ke, -que or -ch for /k/; -ch or -tch for /ʧ/; j-, g- or -dge for /ʤ/.

Explore and spell words with different suffixes but similar pronunciation, e.g. -tion, -cian, -sion, -ssion; -ance, -ence.

Further develop understanding of how to add prefixes and suffixes to root words, and when the root word changes.

Spell familiar homophones and commonly confused words correctly, e.g. aloud, allowed; past, passed; advice, advise; desert, dessert.

Explore a range of spelling rules and exceptions.

Use effective strategies to spell a wide range of words correctly.

Use paper-based and on-screen tools to find the correct spelling of words; keep and use spelling logs of misspelt words, and identify words that need to be learned.

Use specialised vocabulary accurately to match a familiar topic.

Explore and use words and phrases to convey shades of meaning appropriate to the context.

Transform meaning with prefixes and suffixes.

Choose and use vocabulary carefully to develop imaginative detail.

Begin to use figurative language to evoke an imaginative response from the reader.

Use own lists of interesting and significant words, dictionaries and thesauruses to extend the range of vocabulary used in written work.

Use commas, dashes and brackets parenthetically.

Punctuate direct and reported speech accurately.

Use punctuation effectively to clarify meaning in complex sentences.

Use a variety of simple, compound and complex sentences chosen for effect.

Use active and passive verb forms within sentences.

Ensure grammatical agreement of quantifiers with countable and uncountable nouns, e.g. less and fewer.

Use relative pronouns to introduce additional detail.

Use the conventions of standard English appropriately in writing, including for different types of texts, e.g. verb forms, sentence structure, use of different word classes.

Manage the development of an idea across an extended piece of writing, e.g. by linking the end to the beginning.

Use paragraphs, sections and chapters to organise ideas and support overall cohesion of a text, e.g. new chapters to manage flashbacks or events which are presented out of chronological sequence.

Use a range of connectives to link paragraphs and sections clearly and cohesively, e.g. use of however and on the other hand to introduce counter-arguments in a balanced argument.

Use organisational features appropriate to the text type, e.g. bulleted and numbered lists.

Develop creative writing in a range of different genres of fiction and types of poems.

Use effective planning to inform the content and structure of extended writing, e.g. chapters.

When writing stories, develop descriptions of settings, characters and action that engage and entertain the reader.

Include different viewpoints in fiction, e.g. when writing stories with flashbacks.

Write a playscript using production notes, language and stage directions, to develop characters and settings.

Develop writing for a purpose using language and features appropriate for a range of text types.

Develop writing of a range of text types for a specified audience, using appropriate content and language.

Write balanced arguments, developing points logically and convincingly.

Develop a personal handwriting style to write legibly, fluently and with appropriate speed.

Begin to decide when it is helpful to take notes and how to record them.

Begin to choose appropriate ways to lay out and present texts to suit the purpose and audience (handwritten, printed and onscreen).

Evaluate own and others’ writing, suggesting improvements for sense, accuracy and content, including to enhance the effect.

Proofread for grammar, spelling and punctuation errors, and make corrections, including using on-screen tools.

Adapt pace and tone of speech appropriately in formal and informal contexts.

Structure information to aid the listener’s understanding of the main and subsidiary points.

Use language to convey ideas and opinions, with increasing clarity and detail.

Adapt non-verbal communication techniques for different purposes and contexts.

Show awareness of different audiences, e.g. by using the appropriate register.

Listen, reflect on what is heard and give a reasoned response with reference to at least one specific point made by the speaker.

Take different assigned roles within groups, and begin to assign roles within a group.

Show consideration of another point of view.

Extend a discussion by building on own and other's ideas.

Encourage others to take turns in a discussion.

Read aloud with accuracy, and increasing confidence and style.

Convey ideas about characters in drama in different roles and scenarios through deliberate choice of speech, gesture and movement.

Plan and deliver independent and group presentations confidently to a range of audiences, adapting presentations appropriately to the audience.

Begin to make choices about the most appropriate media for a particular presentation.

Evaluate own and others' talk, including what went well and what could be improved next time.

Begin to explain variations in communication, including register.