EYFS Year 1 & 2 Year 3 & 4 Year 5 & 6 Our Curriculum English Appendix 1 Spelling English Appendix 2 Vocabulary, Punctuation and Grammar English Appendix 1 Spelling Appendix 1: SpellingMost people read words more accurately than they spell them. The younger pupils are, the truer this is. By the end of year 1, pupils should be able to read a large number of different words containing the GPCs that they have learnt, whether or not they have seen these words before. Spelling, however, is a very different matter. Once pupils have learnt more than one way of spelling particular sounds, choosing the right letter or letters depends on their either having made a conscious effort to learn the words or having absorbed them less consciously through their reading. Younger pupils have not had enough time to learn or absorb the accurate spelling of all the words that they may want to write. This appendix provides examples of words embodying each pattern which is taught. Many of the words listed as ‘example words’ for years 1 and 2, including almost all those listed as ‘exception words’, are used frequently in pupils’ writing, and therefore it is worth pupils learning the correct spelling. The ‘exception words’ contain GPCs which have not yet been taught as widely applicable, but this may be because they are applicable in very few age appropriate words rather than because they are rare in English words in general. The word-lists for years 3 and 4 and years 5 and 6 are statutory. The lists are a mixture of words pupils frequently use in their writing and those which they often misspell. Some of the listed words may be thought of as quite challenging, but the 100 words in each list can easily be taught within the four years of key stage 2 alongside other words that teachers consider appropriate. The rules and guidance are intended to support the teaching of spelling. Phonic knowledge should continue to underpin spelling after key stage 1; teachers should still draw pupils’ attention to GPCs that do and do not fit in with what has been taught so far. Increasingly, however, pupils also need to understand the role of morphology and etymology. Although particular GPCs in root words simply have to be learnt, teachers can help pupils to understand relationships between meaning and spelling where these are relevant. For example, understanding the relationship between medical and medicine may help pupils to spell the /s/ sound in medicine with the letter ‘c’. Pupils can also be helped to spell words with prefixes and suffixes correctly if they understand some general principles for adding them. Teachers should be familiar with what pupils have been taught about spelling in earlier years, such as which rules pupils have been taught for adding prefixes and suffixes. English Appendix 2 Vocabulary, Punctuation and Grammar English Appendix 2:Vocabulary, grammar and punctuationThe grammar of our first language is learnt naturally and implicitly through interactions with other speakers and from reading. Explicit knowledge of grammar is, however, very important, as it gives us more conscious control and choice in our language. Building this knowledge is best achieved through a focus on grammar within the teaching of reading, writing and speaking. Once pupils are familiar with a grammatical concept [for example ‘modal verb’], they should be encouraged to apply and explore this concept in the grammar of their own speech and writing and to note where it is used by others. Young pupils, in particular, use more complex language in speech than in writing, and teachers should build on this, aiming for a smooth transition to sophisticated writing. The table below focuses on Standard English and should be read in conjunction with the programmes of study as it sets out the statutory requirements. The table shows when concepts should be introduced first, not necessarily when they should be completely understood. It is very important, therefore, that the content in earlier years be revisited in subsequent years to consolidate knowledge and build on pupils’ understanding. Teachers should also go beyond the content set out here if they feel it is appropriate. The grammatical terms that pupils should learn are labelled as ‘terminology for pupils’. They should learn to recognise and use the terminology through discussion and practice. All terms in bold should be understood with the meanings set out in the Glossary. Reading, writing & spelling schemes used at Ludham Primary School Whole School (EYFS, KS1 and KS2)Read Write IncOxford Reading TreeSpelling for LiteracyNelson HandwritingAccelerated Reader (Yr2-Yr6) Calculation-policy How our curriculum complies with the Equality Act (2010) and Special Educational Needs and Disabilities Regulations (2014): Our school curriculum complies fully with requirements set out in both the 2010 Equality Act and the Special Educational Needs and Disability Regulations 2014. Equality Act documentThe content of our curriculum is not governed by the 2010 Equality Act, which is designed to ensure we are free to include a full, balanced range of ideas and issues for children to learn. However, this act does impact upon the way our curriculum is taught and we ensure that this does not subject individual pupils to discrimination. The Special Educational Needs and Disability Regulations (2014) requires that all schools make ‘reasonable adjustments’ to their curriculum to ensure that children with disabilities or Special Educational Needs are not disadvantaged compared to other pupils. This may include the use of ‘auxiliary aids’ to support learning.