John Emmerson Batty Primary School – English Scheme – Y1
WRITING
TRANSCRIPTION
SPOKEN WORD
* listen and respond
READING

appropriately to adults and
their peers
Be able to apply phonic knowledge and skills to decode
words. (Double Weighting)

Be able to respond speedily with the correct sound to
* ask relevant questions to
graphemes for all 40+ phonemes, including alternative
extend their understanding
sounds for graphemes. (Triple Weighted)
and knowledge

Be able to read accurately by blending sounds in unfamiliar
* use relevant strategies to
words containing GPCs that have been taught. (Double
build their vocabulary
Weighted)
* articulate and justify

Be able to read common exception words, noting unusual
answers, arguments and
correspondences between spelling and sound and where
opinions
these occur in the word. (Double Weighted)
* give well-structured

Be able to read words containing s, es, ing, ed endings.
descriptions, explanations

Be able to read words of more than one syllables.
and narratives for different

Be able to read words with contractions e.g. I'm, I'll, we'll,
purposes, including for
and understand that the apostrophe represented the
expressing feelings
omitted letters.
* maintain attention and

participate actively in
with their developing phonic knowledge and that do not
collaborative conversations,
staying on topic and
require them to use other strategies to work out words.

initiating and responding to
comments

Be able to listen and discuss a wide range of stories, poems
and non-fiction texts.

through speculating,
hypothesising, imagining and
Be able, through re-reading of texts, have a growing fluency
and confidence in word reading.
* use spoken language to
develop understanding
Be able to read aloud accurately books that are consistent
Be able to link what they hear and read to their own
experiences.

exploring ideas
* speak audibly and fluently

Be able to recognise and join in with predictable phrases.
with an increasing command

Be able to appreciate and recite rhymes and poems.
of Standard English

Be able to discuss word meaning and link new meaning to
presentations,
those they already know.

performances, role play,
* gain, maintain and monitor
Be able to understand books they read or listen to by
drawing on what they already know or on background
improvisations and debates
information and vocabulary provided by the teacher.

the interest of the
Be able to check that text makes sense to them as they
read and correct mistakes.
listener(s)

Be able to discuss the significance of the title and events.
* consider and evaluate

Be able to make simple inferences on the basis of what is
different viewpoints,
attending to and building on
being said and done.

the contributions of others
* select and use appropriate
registers for effective
communication.
Be able to predict what might happen on the basis of what
has been read so far.

Be able to participate in discussion about what is read to
them, taking turns and listen to what others say.



















Be beginning to show familiarity with the retelling of key
stories, fairy stories and traditional tales.
* participate in discussions,
WRITING
Be able to explain clearly their understanding of what is
read to them.




Be able to add plural noun suffixes – s or es e.g. dog – dogs,
wish – wishes and understand the effect on meaning.
Be able to add suffixes to verbs where no change is needed
to root words. (e.g. help, helped, helping, helper)
Understand how the prefix un changes the meaning of verbs
and adjectives (e.g. unkind, unfair)
Be able to pass the Y1 Phonic Check.
sit correctly at a table, holding a pencil comfortably and
correctly
form lower-case letters in the correct direction, starting
and finishing in the right place
form capital letters
form digits 0-9
Use spaces between words – may be inappropriate in size.
Generally attempts to use at least two full stops in writing
with some awareness e.g. end of work/sentence/unit of
meaning
Some attempt to demarcate sentences using capital letters
e.g. capital letter at start of all pieces of writing, with
attempt elsewhere.
Capital letters generally used for names (including own) and
personal pronoun ‘I’
Can choose the appropriate place to use a question mark /
exclamation mark when presented with different sentences.
Be able to combine written words to make simple sentences.
Be able to use ‘and’ to join words and clauses.
Many sentences /clauses use straight forward subject verb
agreement e.g. I am good at football, he was funny.
Some attempts to use adjectives.
Writing shows some awareness that ideas and events may be
put into an appropriate order.
Some ideas and events linked by connecting vocabulary e.g.
through repetition of connective, subject or pronoun
relating to main idea. (I made a tree shape. Then I cut it.
Then I stuck a star on. Then… / This is a cat and it has
sharp claws and It has a tail. It)
Writing shows some awareness of purpose with basic ideas
and content usually linked to task.
Sufficient number of recognised words for writing to be
understood without mediation.
Simple word choices (mostly simple) help convey information
and ideas. E.g. story, topic related vocabulary. (the
policeman wore a helmet)
SPELLING/WORD
Revision of Upper
Foundation Stage work

all letters of the
alphabet and the
sounds they most
commonly represent

consonant diagraphs
taught and the sounds
they represent

vowel diagraphs
taught and the
sounds they represent

process of segmenting
spoken words to aid
choosing graphemes
to represent the
sounds

words with adjacent
consonants
New to Year 1

sounds – ff, ll, ss, zz,
ck, nk, tch

Sound spelt ‘n’ before
‘k’ e.g. bank, sunk

Division of words into
syllables

‘v’ at the end of words
– e.g. have, live

adding ‘s’ or ‘es’ to
plurals

adding –ing, -ed, -er to
verbs e.g. hunter

adding –ing and –est
to adjectives e.g.
gander, quickest

revise phase 2 and 3

follow agreed J E
Batty Phonic scheme
of work on a weekly
basis
HANDWRITING

sit correctly at a
COMPOSITION
SENTENCE TYPES

table, holding a
pencil
comfortably and

correctly

begin to form
lower-case

letters in the
correct
direction,

starting and
finishing in the
right place


form capital
letters

form digits 0-9

understand which
letters belong to
which
handwriting
‘families’ (i.e.
letters that are
formed in similar
ways) and to
practise these.

Writes own
name using a
capital letter
Starts every
piece of
writing with a
capital letter
Some
sentences
have a capital
letter
Uses at least
two full stops
in a piece of
writing
Uses finger
spaces to
separate
words
Uses
alternatives to
common
adjectives
(e.g. big, nice,
good)
ginormous does not
exist – use either
enormous or gigantic
More able children

Use question
marks
correctly

Use
exclamation
marks
correctly

Use
connectives
other than
‘and’ in
compound
sentences
E.g. but, because,
so, then
GRAMMAR/
PUNCTUATION/
VOCABULARY
Grammar

Capital letter for
a proper noun –
people, places,
days of the week

Capital letter for
personal pronoun
–I

noun, verb,
adjective

capital letter,
full stop,
question mark,
exclamation mark
Terminology

letter

capital letter

word

singular

plural

sentence

punctuation

full stop

question mark

exclamation mark
Punctuation






Use of capital
letters –
including for
personal pronoun
I
Full stops
Question marks
Exclamation for
impact
Use of commas in
a list (list to
include 3
elements = 1
comma and 1
‘and’)
In reading to
understand the
use of
apostrophes
(omission) to
mark where
letters are
missing in
spelling
John Emmerson Batty Primary School – English Scheme – Y2
WRITING
TRANSCRIPTION
SPOKEN WORD
* listen and respond
READING

appropriately to adults and
their peers
Be able to apply phonic knowledge and skills to decode words
(Double Weighting)

Be able to read accurately by blending the sounds in words,
* ask relevant questions to
especially including a range of alternative sounds for graphemes.
extend their understanding and
(Double Weighted)
knowledge

* use relevant strategies to
build their vocabulary
* articulate and justify
answers, arguments and
opinions
* give well-structured
Be able to read words containing common suffixes (e.g. ing, s, es,
er, est, est, ed, ful etc) (Double Weighted)

Be able to read further common exception words, noting unusual
correspondences between spelling and sound. (Double Weighted)

sounding and blending, when they have been frequently
narratives for different
encountered.

expressing feelings
* maintain attention and
participate actively in
collaborative conversations,

* use spoken language to
develop understanding through

with an increasing command of




Be able to identify and discuss their favourite words and phrases
Be able to recall a repertoire of poems learnt by heart, reciting
some with appropriate intonation to make meaning clear.

the interest of the listener(s)
Be able to understand books they read or listen to by drawing on
what they already know or on background information and
* consider and evaluate
different viewpoints, attending
Be able to discuss and clarify word meanings, linking new meaning
in texts.
debates
* gain, maintain and monitor
Be able to recognise simple recurring language in stories and
to those already known.
presentations, performances,
role play, improvisations and











poetry.
Standard English
* participate in discussions,
Be able to discuss non-fiction books that are structured in a
range of different ways.
* speak audibly and fluently

Be able to show familiarity with and be able to retell a range of
stories including fairy stories and traditional tales.
speculating, hypothesising,
imagining and exploring ideas
Be able to discuss the sequence of events in books and how
information is linked.


Be able to listen to, discuss and express views about a wide range
of contemporary and classic stories, poetry and non-fiction texts.
staying on topic and initiating
and responding to comments
Through re-reading of books, to be able to read with fluency and
confidence.


Be able to read most words quickly and accurately, without overt
descriptions, explanations and
purposes, including for



Be able to read accurately words with two or more syllables.
(Double Weighted)

WRITING






vocabulary provided by the teacher.

to and building on the
Be able to check that text makes sense to them as they read and
correct mistakes.
contributions of others

Be able to make inferences on the basis of what is said and done.
* select and use appropriate
registers for effective
communication.

Be able to make appropriate predictions what might happen on
the basis of what has been read so far.

Be able to participate in discussion about what is read to them,
taking turns and listen to what others say.

Be able to explain clearly their understanding of what is read to
them.


Be able to form nouns using suffixes such as ness and er
Be able to form adjectives using suffixes such as ful, less
Be able to use er and est in adjectives and ly to turn adjectives
in to adverbs
Be able to pass the Y1 phonic test and make phonetically plausible
attempts at words which involve a wide range of alternative
representation of long vowel graphemes.
Form lower-case letters of the correct size relative to one
another
Write capital letters and digits of the correct size, orientation
and relationship to one another and to lower case letter
Use spacing between words that reflects the size of the letters.
Generally use full stops and capital letter accurately to
demarcate simple sentences where straight forward subject verb
agreement is used correctly.
Appropriately use a question mark to indicate a question.
Correctly use an exclamation mark for impact.
Understand how to punctuate a list using commas and ‘and’
Understand how to use apostrophes (omission) to mark where
letters are missing in the spelling of a relatively small range of
words.
Understand how to use apostrophes to mark singular possession in
nouns E.g. the girl’s name
Understand how to use sentences with different forms:
statement, question, exclamation and command.
To generally use the present and past tenses correctly including
in the progressive form.
Be able to use some adjectives appropriately to use expanded
noun phrases to describe and specify. E.g. the blue butterfly
Correctly use Frontal adverbials within sentences. e.g. After a
while …, A short time later …, Much later …, Before that……
To be able to use and, so or but to write compound sentences in
their writing.
To be able to use either when, if, that or because to write
subordinate clauses within complex sentences.
Examples of writing showing openings and endings.
Some attempt to organise and group related ideas together.
Some attempts to use organisational features e.g. headings,
number points, line breaks etc.
Some detail included mainly through use of
adventurous/technical words where appropriate in compositions (
HLVS – 1-3)
Writing shows some awareness of purpose with ideas and content
generally relevant to task.
Opinion/viewpoints indicated by simple comments (e.g. The
teacher was nice…. Apples are good for you.)
SPELLING/WORD
Revision of Year 1 work

Revision of year 1
grapheme-phoneme
correspondences (GPCs)
New to Year 2

sounds – ge, dge

soft ‘c’ – before c, e, i
and y – e.g. race, ice

sounds – ‘kn, gn’

sounds – ‘r’ spelt wr

sound – le, el, al, il

y at the end – July, fly

adding –es for plurals to
words ending in –y –
change to –ies

adding ‘s’ to words for
plurals ending in ‘vowel y’

adding –ed, -ing, -er, est and –y to words
ending in –e (with a
consonant before it)

adding –ed, -ing, -er, est and –y to words of
one syllable ending in a
single consonant letter
after a single vowel
letter

‘a’ sound before ‘l or ll’

sound ‘o’ in other,
mother

sound spelt ‘or’ after w work, worm

sound spelt ‘ar’ after w
= war, towards

suffixes –ness, -ful, less, -ly

contractions

possessive apostrophe
(singular nouns) – the
girl’s, Megan’s

words ending in –tion

a few common
homophones

common exception
words

follow J E Batty phonics
scheme – on a weekly
basis

The sound spelt ‘a’ after
w and qu

Sound spelt ‘s’ e.g.
treasure, usual
COMPOSITION
SENTENCE TYPES
HANDWRITING

form lower-case
letters of the
correct size
relative to one
another

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

write capital
letters and
digits of the
correct size,
orientation and
relationship to
one another and
to lower case
letters

use spacing
between words
that reflects
the size of the
letters.
Simple sentences –
statement
Question to the
reader with a
question mark
E.g. Would you like to
visit the most exciting
city in the world?
(avoid low level questions)

Exclamation mark
in a short sentence
for impact to make
the reader
excited!

Frontal adverbials
After a while …
A short time later
…
Much later …

Commas in a list
(list to include 3
elements = 1
comma and 1 ‘and’)

‘After’ clause:
‘After you have
been to London, …

‘Before’ clause:
‘Before you cut up
fruit, …

‘If’ clause

‘When’ clause
(time)
E.g. Then come to London!
Don’t miss out!


(Say comma out loud)
GRAMMAR/
PUNCTUATION/
VOCABULARY
Grammar

Sentences with
different forms –
statement,
question,
exclamation,
command

Expanded noun
phrases to
describe/specify
e.g. the blue
butterfly

Correct present
and past tense
verbs including the
progressive form

Subordination
using – when, if,
that or because

Some features of
written Standard
English – e.g. they
were not they
was
Terminology
Noun
Noun phrase
statement
question
exclamation
command
compound
suffix
adjective
adverb
verb
tense (past,
present)

apostrophe

comma

consonant

vowel
Punctuation


















Use of capital
letters
Full stops
Question marks
Exclamation for
impact
Use of commas in a
list (list to include
3 elements = 1
comma and 1 ‘and’)
Apostrophes
(omission) to mark
where letters are
missing in spelling
(contractions)
Apostrophes to mark
singular possession in
nouns E.g. the girl’s name
John Emmerson Batty Primary School – English Scheme – Y3
WRITING
TRANSCRIPTION
SPOKEN WORD
* listen and respond
READING

appropriately to adults and
and suffixes, as listed in English Appendix 1, both to read aloud
their peers
* ask relevant questions to
Be able to apply their growing knowledge of root word, prefixes
and understand the meaning.

Be able to read further common exception words, noting unusual
extend their understanding and
correspondences between spelling and sound and where these
knowledge
occur within the word.
* use relevant strategies to

build their vocabulary
* articulate and justify



Be able to identify themes and conventions in a wide range of
books.

Be able to prepare poems and play scripts to read aloud and
perform showing understanding through intonation, tone, volume
* maintain attention and
and action.

collaborative conversations,
staying on topic and initiating


Be able to recognise different forms of poetry (e.g. free verse,
Be able to check that the text makes sense, discussing their
understanding and explaining the meaning of words in context.

imagining and exploring ideas
* speak audibly and fluently
Be able to ask questions to improve their understanding of the
text.

Be able to draw inference such as inferring characters' feelings,
with an increasing command of
thoughts and motives from their actions, and justify inference
Standard English
with evidence.
* participate in discussions,

presentations, performances,
role play, improvisations and


Be able to identify how language, structure and presentation
contributes to meaning.

different viewpoints, attending
to and building on the












Be able to identify main ideas drawn from more than one
paragraph and summarise these.
the interest of the listener(s)
* consider and evaluate
Be able to predict what might happen from details stated or
implied.
debates
* gain, maintain and monitor

narrative poetry).
develop understanding through
speculating, hypothesising,
Be able to discuss words and phrases that capture the reader's
interest and imagination.
and responding to comments
* use spoken language to

Be able to use dictionaries to check the meaning of words they
expressing feelings
participate actively in

have read.
narratives for different
purposes, including for
Be able to read books that are structured in varied ways and for
different purposes.
* give well-structured
descriptions, explanations and

non-fiction / reference books/texts.
answers, arguments and
opinions
Be able to read and discuss a wide range of fiction, poetry, plays,
WRITING
Be able to retrieve and record information from non-fiction



texts.

Be able to participate in discussion about both books that are
contributions of others
read to them and those that they read for themselves, taking
* select and use appropriate
registers for effective
communication.
turns and listening to what others say.







Be able to form nouns using range of prefixes e.g. anti, auto,
super,
Use ‘a’ and ‘an’ correctly depending on whether the next word
begins with a consonant or a vowel.
Be able to identify word families of common words and explain
how they are related in form and meaning e.g. solve, solution,
solver, dissolve, insoluble.
Begin to use the diagonal and horizontal strokes that are needed
to join letters and understand which letters, when adjacent to
one another, are best left un-joined.
Writer is starting to demonstrate increased legibility,
consistency and quality of their handwriting where down strokes
of letters are parallel and equidistant and lines of writing are
spaced sufficiently so that the ascenders and descenders of
letters do not touch.
Consistently use full stops and capital letter accurately to
demarcate simple and compound sentences.(majority above 65%)
Consistently and appropriately use question and exclamation
marks accurately to demarcate simple and compound sentences
Be able to express time, place and cause using conjunctions e.g.
‘when’, ‘before’ ,‘after’, ‘so’, ‘as’ and ‘because’
Be able to express time, place and cause using adverbs e.g. ‘next’
and ‘soon’,
Be able to express time, place and cause using prepositions e.g.
‘before’, ‘after’ and ‘during’
Be able to use with increased appropriateness the inverted
commas to mark direct speech.
To be able to use simple paragraphing to group related ideas and
materials.
To be able to use headings and sub-headings to aid presentation
To be able to use of the present perfect form of verbs instead
of the simple past [for example, He has gone out to play
contrasted with He went out to play]
Tense choices becoming more consistent and appropriate (above
60% accuracy)
Be able to use commas with some success when punctuating
compound and complex sentences.
Be able to use simple adverbs to qualify verbs (e.g. adding ly –
Adverbs of manner e.g. slowly, carefully etc.)
Some attempt to use pronouns to link sentences e.g. dog/it
John/he
To attempt to use in their everyday writing the above vocabulary
to create complex sentences with subordinate clauses.
A brief introduction (opening) and /or ending usually signalled.
Simple text structure with an attempt to organise related ideas
(possibly using paragraphs)
Some attempts to sequence ideas logically
Use of adventurous/technical words for effect where
appropriate in compositions ( HLVS - 3/4)
Writing shows some awareness of purpose through selection of
relevant content.
A viewpoint is expressed but may not be maintained. (opinion,
attitude, position)
Some detail/description of events or ideas expanded through
explanation.
SPELLING/WORD















Year1/2 revision
Adding suffixes
beginning with vowel
letters to words of
more than one syllableE.g. beginning, beginner,
prefer, preferred
The /ɪ/ sound spelt y
e.g. myth, gym
The sound spelt ou e.g.
young, touch, double
Prefixes: un-, dis–, mis–,
in–, il-, im-,irPrefixes: re-, sub-,
inter-, super-, anti-,
autoSuffix – ly, ation
Word endings: -sion
(division), -ture, -sure, que, -gue
Endings (shun) –tion,
–sion, –ssion, –cian
Adding the suffix –ous
e.g. poisonous,
dangerous
ch (sh) words – chef, ch
(k) chorus
sc words – (s) science,
crescent
ei, eigh, or ey (ay) words
– weigh
Possessive apostrophe
with plural words
Homophones or nearhomophones
COMPOSITION
SENTENCE TYPES
HANDWRITING

use the diagonal
and horizontal
strokes that
are needed to
join letters and
understand
which letters,
when adjacent
to one another,
are best left
unjoined

increase the
legibility,
consistency and
quality of their
handwriting

E.g. by ensuring
that the down
strokes of
letters are
parallel and
equidistant

that lines of
writing are
spaced
sufficiently so
that the
ascenders and
descenders of
letters do not
touch.
Simple sentences
Compound – using
connectives: and,
but, then, so to
join clauses

Subordinating
connectives
expressing time,
place and cause
using conjunctions

E.g. when, before,
after, next,
soon, while, so,
because,
therefore

‘If’ clause (revision
for some)

‘When’ clause
(time)

E.g. When I looked
at the dog,

‘As’ clause (two
things happening
at same time)

Adventurous
adjectives before
the noun – with
commas

Adverbs adding ‘ly’
to qualify verbs

Adverbs in
different positions

Address the
reader with a
question
E.g. Are you aware that
…?
Did you know that …?
(avoid low level questions)

Sentence for
impact and an
exclamation mark!


GRAMMAR/
PUNCTUATION/
VOCABULARY
Grammar

pronoun (avoid
repetition)

possessive pronoun

present perfect
form of verbs in
contrast to the
past tense

use of a or an next
to a word

word families
Terminology

preposition

word family

conjunction

prefix

clause/subordinate
clause

inverted
commas/speech
marks

adverbs

consonant

vowel

adverbs
Punctuation

Exclamation mark
– short sentence
for impact

Question marks –
to the reader

Use of commas in a
list (list to include
3 elements = 1
comma and 1 ‘and’)

Commas only in the
sentence types
clauses at the end
of the subordinate
clause

Introduce the use
of inverted
commas (or speech
marks) and other
punctuation to
indicate direct
speech
E.g. The conductor
shouted, “Sit down!”
John Emmerson Batty Primary School – English Scheme – Y4
WRITING
TRANSCRIPTION
SPOKEN WORD
* listen and respond
READING

appropriately to adults and
prefixes and suffixes, as listed in English Appendix 1,
their peers
* ask relevant questions to
Be able to apply their growing knowledge of root word,
both to read aloud and understand the meaning.

Be able to read further common exception words, noting
extend their understanding
unusual correspondences between spelling and sound and
and knowledge
where these occur within the word.
* use relevant strategies to

build their vocabulary
* articulate and justify



Be able to identify themes and conventions in a wide
range of books.

Be able to prepare poems and play scripts to read aloud
expressing feelings
and perform showing understanding through intonation,
* maintain attention and
tone, volume and action.
participate actively in

collaborative conversations,
staying on topic and
Be able to discuss words and phrases that capture the
reader's interest and imagination.

initiating and responding to
comments
Be able to recognise different forms of poetry (e.g. free
Be able to check that the text makes sense, discussing
their understanding and explaining the meaning of words
develop understanding
in context.

hypothesising, imagining and
exploring ideas
Be able to ask questions to improve their understanding
of the text.

Be able to draw inference such as inferring characters'
* speak audibly and fluently
feelings, thoughts and motives from their actions, and
with an increasing command
justify inference with evidence.
of Standard English

* participate in discussions,
presentations,


Be able to identify main ideas drawn from more than one
Be able to identify how language, structure and
presentation contributes to meaning.

listener(s)
* consider and evaluate
Be able to predict what might happen from details stated
paragraph and summarise these.
* gain, maintain and monitor
the interest of the













or implied.
performances, role play,
improvisations and debates

verse, narrative poetry).

* use spoken language to
through speculating,

Be able to use dictionaries to check the meaning of words
they have read.
and narratives for different
purposes, including for

Be able to read books that are structured in varied ways
and for different purposes.
* give well-structured
descriptions, explanations

poetry, plays, non-fiction / reference books/texts.
answers, arguments and
opinions
Be able to read and discuss a wide range of fiction,
WRITING


Be able to retrieve and record information from nonfiction texts.


Be able to participate in discussion about both books that
different viewpoints,
are read to them and those that they read for
attending to and building on
themselves, taking turns and listening to what others say.



the contributions of others
* select and use appropriate
registers for effective
communication.







To understand and be able to apply the difference between plural and possessive –
s.
To use the Standard English forms for verb inflections instead of local spoken forms
in all their writing. E.g. we were instead of we was or I did instead of I done.
Be able to successfully use the diagonal and horizontal strokes that are needed to
join letters and understand which letters, when adjacent to one another, are best
left un-joined
Writer successfully demonstrates increased legibility, consistency and quality of
their handwriting where down strokes of letters are parallel and equidistant and
lines of writing are spaced sufficiently so that the ascenders and descenders of
letters do not touch.
Consistently use full stops, question marks and explanation marks and capital letter
accurately to demarcate simple and compound sentences.(Above 75% accuracy)
To be able to include effective questions in compositions to address the reader.
To be able to interest the reader with a sentence for impact and appropriate use of
exclamation mark.
To be able to accurately and consistently use a comma in a list (including within a
noun phrase e.g. the dark, dangerous figure…)
Capital letters consistently used for Proper Nouns.
Be able to express time, place and cause of conjunctions e.g. ‘while’, ‘if’ ‘when’,
‘before’ ,‘after’, ‘so’, ‘as’ and ‘because’
Be able to express time, place and cause using a wide range adverbs e.g. ‘next’,
‘then’, ‘later’, ‘therefore’ and ‘soon’
Be able to express time, place and cause using a wide range prepositions e.g. because
of’, ‘before’, ‘after’, ‘in’ and ‘during’
To be able to within focussed tasks accurately use of inverted commas and other
punctuation to indicate direct speech [for example, a comma after the reporting
clause; end punctuation within inverted commas: The conductor shouted, “Sit down!”]
To be able to use paragraphs appropriately with success to organise ideas around a
theme.
Tense choices generally consistent and appropriate (above 75% accuracy). Some use
of modals (e.g. can, will)
To use apostrophes accurately to mark plural possession [for example, the girl’s
name, the girls’ name
To be able to expand noun phrases e by the addition of modifying adjectives, nouns
and preposition phrases (e.g. the teacher expanded to: the strict maths teacher with
curly hair)
Be able to use commas accurately within the majority of sentences when punctuation
compound and complex sentences. (50% plus)
To be able to accurately use Frontal adverbials correctly punctuated with a comma
after the adverbial [for example, Later that day, I heard the bad news.]
To be able to use adverbial phrases as opposed to –ly adverbs. [E.g. For gently = in a
gentle way, in a gentle manner, in a gentle voice * He stared at her in a gentle
manner.
To appropriately use pronouns and nouns within and across sentences to ensure
cohesion and avoid repetition.
To be able to use Ellipsis appropriately.
To increasingly use in their everyday writing the above vocabulary to create complex
sentences with subordinate clauses. (1/2 examples within independent compositions)
An appropriate opening and close to compositions.
Simple text structure with an attempt to organise related ideas using paragraphs,
headings, subheading and bullet points.
Ideas generally sequenced logically with adverbials and pronouns used to link
sections/paragraphs.
Use of adventurous/technical words for effect where appropriate in compositions (
HLVS – 4/6)
Writing shows some awareness of purpose through selection of relevant content and
an attempt to interest the reader.
A viewpoint is expressed and more consistently maintained across compositions
(opinion, attitude, position)
Compositions include detail/description of events or ideas expanded through
explanation as well as vocabulary choices.
SPELLING/WORD















Year 2/3 revision
Adding suffixes
beginning with
vowel letters to
words of more
than one syllableE.g. beginning,
beginner, prefer,
preferred
The /ɪ/ sound
spelt y e.g. myth,
gym
Prefixes: un-, dis–,
mis–, in–, il-, im-,irPrefixes: re-, sub-,
inter-, super-,
anti-, autoSuffix – ly, ation
Word endings: sion (division), ture, -sure, -que, gue
Adding the suffix
–ous e.g. poisonous,
outrageous
Endings (shun) –
tion,
–sion, –
ssion, –cian
ch (sh) words –
chef, ch (k) chorus
sc words – (s)
science, crescent
ei, eigh, or ey (ay)
words – weigh
Possessive
apostrophe with
plural words
Homophones or
near-homophones
ou (u) words –
trouble, double
COMPOSITION
SENTENCE TYPES
HANDWRITING

use the
diagonal and
horizontal
strokes that
are needed
to join
letters and
understand
which
letters, when
adjacent to
one another,
are best left
unjoined

increase the
legibility,
consistency
and quality of
their
handwriting

E.g. by
ensuring that
the down
strokes of
letters are
parallel and
equidistant

that lines of
writing are
spaced
sufficiently
so that the
ascenders
and
descenders
of letters do
not touch.
Consolidation of
‘if/before/after,’
clauses

Revise ‘as and
when’ clauses

‘While clause –
alternative to ‘as’
clause (2 events
happening at the
same time.)

‘Although’ clause –
introduce when
doing persuasive
writing

Address the
reader with a
question
E.g. Are you aware that
…?
Did you know that …?
(avoid low level questions)

Sentence for
impact and an
exclamation mark!

Common adverbial
phrases – move
away from adding
‘ly’. Fronted
adverbials e.g.
time connectives
with commas
after the phrase
E.g. gently = in a gentle
way/in a gentle manner/in
a gentle
voice/tone/fashion.

He stared at her
in a gentle
manner.

He stared at her
with hatred in his
eyes.

Noun phrases
expanded by the
addition of
modifying
adjectives, nouns
and preposition
phrases

E.g. the strict, maths
teacher with curly hair
GRAMMAR/
PUNCTUATION/
VOCABULARY
Grammar

present perfect
form of verbs in
contrast to the
past tense

conjunctions –
when, if,
because, although

adverbs

prepositions for
time and cause

inverted commas

apostrophes

Standard English –
verb inflections
e.g. we were not
we was
Terminology

determiner

pronoun (avoid
repetition)

noun

possessive pronoun
adverbial
Punctuation

Use of commas in a
list (limit number
of elements to 3.)

Commas only in the
sentence types
clauses at the end
of the subordinate
clause (with
fronted
adverbials)

Ellipses … (3only!)

Use of inverted
commas and other
punctuation to
indicate direct
speech

E.g. The conductor
shouted, “Sit
down!”

Apostrophes to
mark plural
possession
E.g. the girl’s name, the
girls’ names
John Emmerson Batty Primary School – English Scheme – Y5
WRITING
TRANSCRIPTION
SPOKEN WORD
* listen and respond
READING

appropriately to adults and
prefixes and suffixes, as listed in English Appendix 1,
their peers
* ask relevant questions to
both to read aloud and understand the meaning.

extend their understanding
and knowledge

Be able to recommend books they have read to their
peers, giving valid reasons for their choices.

opinions

Be able to make comparisons within and across books.

Be able to learn poetry by heart.
and narratives for different

Be able to prepare poems and plays to read aloud and
purposes, including for
perform these showing understanding through intonation,
expressing feelings
tone and volume so that the meaning is clear to the
* maintain attention and
audience.

Be able to check that the books/sentences/words they
collaborative conversations,
read make sense to them, discuss their understanding
staying on topic and
and explore the meaning of the word in context.

comments
* use spoken language to
Be able to ask questions of the text they read to improve
their understanding.

Be able to draw inference such as inferring characters'
develop understanding
feelings, thoughts and motives from their actions, and
through speculating,
justify inference with evidence from text.
hypothesising, imagining and

exploring ideas
* speak audibly and fluently
Be able to discuss, describe and evaluate how authors use
impact on the reader.

improvisations and debates

Be able to retrieve, record and present information from
Be able to participate positively in discussion about books
that are read to them and those that they read for
different viewpoints,
themselves, building on their own and others ideas and
attending to and building on
* select and use appropriate
registers for effective
communication.














non-fiction texts.

* consider and evaluate
the contributions of others

Be able to distinguish between a statement of fact or
opinion.
the interest of the
listener(s)

language, including figurative language, considering the
presentations,
* gain, maintain and monitor
Be able to identify how language, structure and
presentation contribute to meaning.

* participate in discussions,
performances, role play,
Be able to predict what might happen from details stated
or implied.

with an increasing command
of Standard English

and across a wide range of writing.
descriptions, explanations
initiating and responding to

Be able to identify and discuss themes and conventions in
* give well-structured
participate actively in

Be able to read books that are structured in varied ways
and for different purposes.

* articulate and justify
answers, arguments and
Be able to read and discuss a wide range of fiction,
poetry, plays, non-fiction / reference books/texts.
* use relevant strategies to
build their vocabulary
Be able to apply their growing knowledge of root word,
WRITING
challenge views courteously.

Provide reasoned justification for their views based on
evidence from the text.






To understand and be able to apply their knowledge of how nouns and adjectives can
be converted into verbs using suffixes [for example, –ate; –ise; –ify]
To understand and be able to apply their knowledge of verb prefixes [for example,
dis–, de–, mis–, over– and re–]
To be able to write legibly, fluently and with increasing speed by: • choosing which
shape of a letter to use when given choices and deciding whether or not to join
specific letters • choosing the writing implement that is best suited for a task.
Consistently use full stops, question marks and explanation marks and capital letter
accurately to demarcate simple and compound sentences.(Above 85% accuracy)
Be able to independently within compositions to generally use inverted commas and
other punctuation [including commas to separate clauses] to effectively use directed
speech within a narrative dialogue and non-fiction e.g. news article. (75 % accuracy
of related punctuation)
To use apostrophes accurately to mark possession (including for plurals) and for
contraction. (75% plus accuracy)
Be able to use commas with a good degree of accuracy when punctuation compound
and complex sentences. (75% plus)
Be able to use brackets, dashes or commas to indicate parenthesis and to clarify
meaning and avoid ambiguity.
Capital letters consistently used for Proper Nouns and where appropriate for impact.
Be able to express time, place and cause using a wide range of conjunctions, adverbs
and prepositions e.g. ‘while’, ‘if’, ‘although, ‘when’, ‘before’ ,‘after’, ‘so’, ‘as’, firstly,
‘because’, ‘next’, ‘then’, ‘later’, ‘soon’ ‘therefore’, during’ ,’furthermore’, ‘moreover’,
‘presently’, ‘additionally’, ‘likewise’, ‘similarly’, ‘unless’, ‘since’ and ‘suddenly’
To be able to use a verb +’ing’ sentence opener and ‘Not’ verb + ‘ing’ opener within
writing.
To generally correctly use relative clauses beginning with ‘who’, ‘which’, ‘where’,
‘when’, whose’ and ‘that’ or an omitted pronoun. (75% plus accuracy)
To be able to indicate degrees of possibility using adverbs [for example perhaps,
surely] or modal verbs [for example might, should, will, must]
To be able to ensure cohesion within paragraphs [for example using then, after that,
firstly, later etc.] and accurate and appropriate use of pronouns.
Subject verb agreement generally accurate when using singular and plural. (80% plus
accuracy)
Tense choices consistent, appropriate and almost always correct (above 85 %
accuracy) including within the use of modals to express prediction, possibility and
permission e.g. should, might, could, would.
To use a variety of sentence types within everyday writing using the above
vocabulary to create complex sentences with subordinate clauses. (2/3) examples
within independent compositions)
An appropriate opening and close to compositions which are sometimes linked.
Text organised through sequencing and logical transitions where related events and
ideas are organised into paragraphs appropriate to text type.
Be able to link ideas across paragraphs using adverbials of time [for example later,
presently], place [for example, nearby], and number [for example, secondly] or tense
choices [for example, he had seen her before]
Paragraphs or sections are sometimes extended and developed usually around a topic,
main point, event or idea e.g. with explanation, contrast, additional detail.
Ideas and events developed through some deliberate selection of effective phrases
and vocabulary (e.g. vivid language, technical vocabulary) ( HLVS 6/9)
Writing is clear in purpose and incorporates relevant content to inform/engage the
reader appropriate to the genre.
Viewpoint is established through compositions and generally maintained. Contrasting
attitudes may be presented. Some use of expert comment may be used to suggest
credibility.
Content is balanced e.g. between action/dialogue and fact/fiction.
SPELLING/WORD














Y2/3/4 revision
Words containing
the letter-string
ough
Adding suffixes
beginning with
vowel letters to
words ending in
fer
Words ending in –
cial, -tial
Endings -cious or –
tious
Words ending in –
ant, –ance/–ancy, –
ent, –ence/–ency
Words ending in –
able, –ible, -ibly
and -ably
Words with the
/i:/ sound spelt ei
after c
Words with ‘silent’
letters
homophones
Contractions
Possessive
apostrophe with
plural words
Adding suffixes
beginning with
vowel letters to
words of more
than one syllable
Use of hyphen to
join prefixes to
root words e.g. coordinate, re-enter
COMPOSITION
SENTENCE TYPES
HANDWRITING



write legibly,
fluently and
with
increasing
speed by:
choosing
which shape
of a letter to
use when
given choices
and deciding
whether or
not to join
specific
letters
choosing the
writing
implement
that is best
suited for a







task.







Revision of ‘after,
before, if, when,’
subordinate
clauses
Revision of ‘as and
while/whilst,
although’
subordinate
clauses – 2 events
happening at the
same
time/simultaneousl
y.
‘ing’ clause –
INSTEAD OF
AND/AND
THEN/THEN
Not + ing clause
After + ing
Before + ing
Relative clauses
using two comas
and including:
which/who/whose/
whoever
List with a colon
Question tags
‘Once’ to start
subordinating
clause in complex
sentence.
Passive voice.
Active voice =
subject – verb –
object
Passive voice =
Object is moved to
the beginning of
the sentence.
Expanded nouns
phrases for
complex
information
GRAMMAR/
PUNCTUATION/
VOCABULARY
Grammar

nouns, adjectives,
verbs, adverbs,
preposition

suffixes, prefixes

relative clauses

verbs, modal
verbs, adverbs

Perfect form of
verbs for time and
cause

formal speech

subjunctive forms
Terminology

modal verb

relative pronoun

relative clause

parenthesis

bracket

dash

cohesion

ambiguity

adverbial
Punctuation

brackets (for
extra information).
Don’t allow weak
use of brackets
e.g. one or two
words.

dash (Once taught,
be careful of the
children going
crazy!)

commas to indicate
parenthesis

commas to clarify
and avoid
ambiguity

apostrophe of
omission –
contractions

possessive
apostrophe with
plural words

hyphens to avoid
ambiguity

semi-colons

colons to introduce
a list
bullet points –
punctuating consistently
John Emmerson Batty Primary School – English Scheme – Y6
WRITING
TRANSCRIPTION
SPOKEN WORD
* listen and respond
READING

appropriately to adults and
both to read aloud and understand the meaning.

extend their understanding
and knowledge

Be able to recommend books they have read to their
in and across a wide range of writing.

Be able to make comparisons within and across books.
descriptions, explanations

Be able to learn poetry by heart.
and narratives for different

Be able to prepare poems and plays to read aloud and
purposes, including for
perform these showing understanding through
expressing feelings
intonation, tone and volume so that the meaning is
* maintain attention and
clear to the audience.

Be able to check that the books/sentences/words
collaborative conversations,
they read make sense to them, discuss their
staying on topic and
understanding and explore the meaning of the word in
initiating and responding to
context.

* use spoken language to
develop understanding



the impact on the reader.

* gain, maintain and monitor
Be able to distinguish between a statement of fact or
opinion.

listener(s)


from non-fiction texts.

Be able to participate positively in discussion about
books that are read to them and those that they read
attending to and building on
for themselves, building on their own and others ideas
the contributions of others
and challenge views courteously.







Be able to retrieve, record and present information
different viewpoints,
* select and use appropriate
registers for effective
communication.

Be able to discuss, describe and evaluate how authors
use language, including figurative language, considering
performances, role play,
* consider and evaluate

Be able to identify how language, structure and
presentation contribute to meaning.
presentations,
the interest of the
Be able to predict what might happen from details
stated or implied.
of Standard English
improvisations and debates
Be able to draw inference such as inferring
actions, and justify inference with evidence from text.

* speak audibly and fluently
* participate in discussions,

Be able to ask questions of the text they read to
characters' feelings, thoughts and motives from their
hypothesising, imagining and
with an increasing command

improve their understanding.
through speculating,
exploring ideas

Be able to identify and discuss themes and conventions
* give well-structured
comments

Be able to read books that are structured in varied
peers, giving valid reasons for their choices.

opinions
participate actively in

ways and for different purposes.

* articulate and justify
answers, arguments and
Be able to read and discuss a wide range of fiction,
poetry, plays, non-fiction / reference books/texts.
* use relevant strategies to
build their vocabulary

prefixes and suffixes, as listed in English Appendix 1,
their peers
* ask relevant questions to
Be able to apply their growing knowledge of root word,
WRITING
Provide reasoned justification for their views based on
evidence from the text.









To understand the difference between and appropriately use vocabulary of informal
speech and vocabulary appropriate for formal speech and writing [for example, find outdiscover, ask for – request, go in – enter]
To understand and be able to apply their knowledge of how words are related by meaning
as synonyms and antonyms [for example, big, large, little]
Maintain being able to write legibly, fluently and with increasing speed by:· a) choosing
which shape of a letter to use when given choices and deciding whether or not to join
specific letters
b) choosing the writing implement that is best suited for a
task.
Use a range of punctuation, almost always correctly - including commas to mark phrases
and clauses, brackets, dashes, exclamation marks and question marks. Including capitals
for proper nouns (85% plus accuracy)
Be able to independently within compositions accurately use inverted commas and other
punctuation [including commas to separate clauses] to effectively use directed speech
within a narrative dialogue and non-fiction e.g. news article. (90% accuracy of all related
punctuation)
To use apostrophes accurately to mark possession (including for plurals) and for a wider
range of contractions. (90% + accuracy)
To be able to use semi-colon, colon and dash to mark the boundary between independent
clauses [for example, It’s raining; I’m fed up.]
To be able to correctly use a colon to introduce a list and use of bullet points and semicolons within list.
To be able to use hyphens to avoid ambiguity [for example, man eating shark verses maneating shark or recover versus re-cover)
Be able to use the passive voice within compositions to affect the presentation of
information in a sentence. [for example, I broke the window in the greenhouse versus The
window in the greenhouse was broken (by me)] Active = SVO Passive OV (subject often
implied)
To be able to use a verb +’ing’ , ‘Not’ verb + ‘ing’ , after verb + ing and before verb + ing
opener within writing.
To be able to accurately use relative clauses beginning with ‘who’, ‘which’, ‘where’, ‘when’,
whose’ and ‘that’ or an omitted pronoun. (90% plus accuracy)
To be able to use different structures as appropriate for informal speech and formal
speech and writing [for example, the use of question tags: He’s your friend, isn’t he?, or
the use of the subjunctive form such as: If I were or Were they to (very formal)
Tense choices consistent, appropriate and correct (above 95% accuracy) including within
the use of modals to express prediction, possibility and permission e.g. should, might,
could, would.
Subject verb agreement almost always accurate when using singular and plural. (90% plus
accuracy)
To employ a variety of sentence types within everyday writing using a wide range of
conjunctions, adverbs and prepositions to create complex sentences with subordinate
clauses correctly demarcated with commas. [(4 plus) examples within independent
compositions.
To be able to use three part sentence where 2 subordinate clauses are used.
Overall organisation (with openers and closing) is supported by paragraphing which ensure
coherent development and control of the content across the vast majority of the text.
To be able to link ideas across paragraphs using a wide range of cohesive devices such as:
repetition of word or phrase, grammatical connections [For example, the use of adverbials
such as ‘on the other hand’, ‘in contrast’ or ‘as a consequence’ and the ellipsis.
In independent compositions a couple of paragraphs or sections are extended and
developed in some depth around a topic, main point, event or idea e.g. with explanation,
contrast, additional detail.
To be able to independently use a range of layout devices [for example, headings, subheadings, columns, bullets or tables] to structure text.
Precise word choices, and/or varied stylistic features [e.g. alliteration, metaphor, similes,
puns, emotive phrases] support purpose and effect( HLVS 10 - 12)
Purpose of writing is clear and generally maintained with some effective selection and
placing of content to inform /engage the reader.
Writing generally demonstrates establishment and control of view point with some
development of opinion, attitude, position or stance.
Content is balanced and controlled with some effective selection and ordering of text to
engage the reader e.g. placement of significant idea/event for emphasis; reflective
comment; opinion; dialogue
SPELLING/WORD












Words
containing the
letter-string
ough
Adding suffixes
beginning with
vowel letters to
words ending in
fer
Endings -cious
or –tious
Words ending in
–ant, –ance/–
ancy, –ent, –
ence/–ency
Words ending in
–able, –ible,
ably and ibly
Words with
‘silent’ letters
Words with the
/i:/ sound spelt
ei after c
Contractions
Possessive
apostrophe with
plural words
Adding suffixes
beginning with
vowel letters to
words of more
than one
syllable
Words ending in
– cial, tial
Use of hyphen
to join prefixes
to root words
e.g. co-ordinate,
re-enter
COMPOSITION
SENTENCE TYPES
HANDWRITING



write legibly,
fluently and
with
increasing
speed by:
choosing
which shape
of a letter to
use when
given choices
and deciding
whether or
not to join
specific
letters
choosing the
writing
implement
that is best
suited for a







task.







Revision of ‘after,
before, if, when,’
subordinate
clauses
Revision of ‘as and
while/whilst,
although’
subordinate
clauses – 2 events
happening at the
same
time/simultaneousl
y.
‘ing’ clause –
INSTEAD OF
AND/AND
THEN/THEN
Not + ing clause
After + ing
Before + ing
Relative clauses
using two comas
and including:
which/who/whose/
whoever
List with a colon
Question tags
‘Once’ to start
subordinating
clause in complex
sentence.
Passive voice.
Active voice =
subject – verb –
object
Passive voice =
Object is moved to
the beginning of
the sentence.
Expanded nouns
phrases for
complex
information
GRAMMAR/
PUNCTUATION/
VOCABULARY
Grammar

Homophones and
other words that
are often confused

Antonyms

Synonyms

Passive verb

Active verb

Adverbials

Subjunctive forms

Perfect form of
verbs for time and
cause

Expanded nouns
phrases for
complex
information

Modal
verbs/adverbs to
indicate possibility
e.g. could, should

Formal/informal
language
differences
Terminology

Subject

Object

Active

Passive

Synonym

Antonym

Ellipsis

Hyphen

Colon

Semi colon

Bullet points

Perfect form
Punctuation

Use of the hyphen

Apostrophe of
omission –
contractions

Possessive
apostrophe with
plural words

Colon to start a
list followed by
correct use of
commas

Brackets (for
extra information).
Don’t allow weak
use of brackets
e.g. one or two
words.

Semi-colon

Ellipsis

Bullets

Dash (Once
taught, be careful
of the children
going crazy!)