School year 2022/23 is Cycle A Cycle A - Autumn Cycle A - Autumn 2 Cycle A - Spring 1 Cycle A - Spring 2 Cycle A - Summer 1 Cycle A - Summer 2 Cycle B - Autumn 1 Cycle B - Autumn 2 Cycle B - Spring 1 Cycle B - Spring 2 Cycle B - Summer 1 Cycle B - Summer 2 English Curriculum Spelling Grammar Mathematics English Curriculum Reading – word readingPupils should be taught to:apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in – see English appendix 1 , both to read aloud and to understand the meaning of new words they meetread further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word Reading – comprehensionPupils should be taught to:develop positive attitudes to reading, and an understanding of what they read, by:listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooksreading books that are structured in different ways and reading for a range of purposesusing dictionaries to check the meaning of words that they have readincreasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orallyidentifying themes and conventions in a wide range of bookspreparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and actiondiscussing words and phrases that capture the reader’s interest and imaginationrecognising some different forms of poetry [for example, free verse, narrative poetry]understand what they read, in books they can read independently, by:checking that the text makes sense to them, discussing their understanding, and explaining the meaning of words in contextasking questions to improve their understanding of a textdrawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidencepredicting what might happen from details stated and impliedidentifying main ideas drawn from more than 1 paragraph and summarising theseidentifying how language, structure, and presentation contribute to meaningretrieve and record information from non-fictionparticipate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say Writing – transcriptionSpelling – see English appendix 1Pupils should be taught to:use further prefixes and suffixes and understand how to add them – see English appendix 1spell further homophonesspell words that are often misspelt – see English appendix 1place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s]use the first 2 or 3 letters of a word to check its spelling in a dictionarywrite from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far HandwritingPupils should be taught 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 unjoinedincrease the legibility, consistency and quality of their handwriting, [for example, by ensuring that the downstrokes of letters are parallel and equidistant, and that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch] Writing – compositionPupils should be taught to:plan their writing by:discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammardiscussing and recording ideasdraft and write by:composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures English appendix 2organising paragraphs around a themein narratives, creating settings, characters and plotin non-narrative material, using simple organisational devices [for example, headings and sub-headings]evaluate and edit by:assessing the effectiveness of their own and others’ writing and suggesting improvementsproposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentencesproofread for spelling and punctuation errorsread their own writing aloud to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear Writing – vocabulary, grammar and punctuationPupils should be taught to:develop their understanding of the concepts set out in English appendix 2 by:extending the range of sentences with more than one clause by using a wider range of conjunctions, including: when, if, because, althoughusing the present perfect form of verbs in contrast to the past tensechoosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetitionusing conjunctions, adverbs and prepositions to express time and causeusing fronted adverbialslearning the grammar for years 3 and 4 inindicate grammatical and other features by:using commas after fronted adverbialsindicating possession by using the possessive apostrophe with plural nounsusing and punctuating direct speechuse and understand the grammatical terminology in English appendix 2 accurately and appropriately when discussing their writing and reading Spelling accident(ally)actual(ly)addressanswerappeararrivebelievebicyclebreathbreathebuildbusy/businesscalendarcaughtcentrecenturycertaincirclecompleteconsidercontinuedecidedescribedifferentdifficultdisappearearlyeartheight/eighthenoughexerciseexperienceexperimentextremefamousfavouriteFebruaryforward(s)fruitgrammargroupguardguideheardheartheighthistoryimagineincreaseimportantinterestislandknowledgelearnlengthlibrarymaterialmedicinementionminutenaturalnaughtynoticeoccasion(ally)oftenoppositeordinaryparticularpeculiarperhapspopularpositionpossess(ion)possiblepotatoespressureprobablypromisepurposequarterquestionrecentregularreignremembersentenceseparatespecialstraightstrangestrengthsupposesurprisethereforethough/althoughthoughtthroughvariousweightwoman/womenYears 3 and 4 Statutory Requirements Statutory requirements Rules and guidance (non-statutory)Example words (non-statutory)Adding suffixes beginning with vowel letters to words of more than one syllableIf the last syllable of a word is stressed and ends with one consonant letter which has just one vowel letter before it, the final consonant letter is doubled before any ending beginning with a vowel letter is added. The consonant letter is not doubled if the syllable is unstressed.forgetting, forgotten, beginning, beginner, prefer, preferred gardening, gardener, limiting, limited, limitationThe /ɪ/ sound spelt y elsewhere than at the end of wordsThese words should be learnt as needed.myth, gym, Egypt, pyramid, mysteryThe /ʌ/ sound spelt ouThese words should be learnt as needed.young, touch, double, trouble, countryMore prefixesMost prefixes are added to the beginning of root words without any changes in spelling, but see in– below. Like un–, the prefixes dis– and mis–have negative meanings.dis–: disappoint, disagree, disobeymis–: misbehave, mislead, misspell (mis+ spell)The prefix in– can mean both ‘not’ and ‘in’/‘into’. In the words given here it means ‘not’.in–: inactive, incorrectStatutory requirements Rules and guidance (non-statutory)Example words (non-statutory) Before a root word starting with l, in–becomes il.illegal, illegibleBefore a root word starting with m orp, in– becomes im–.immature, immortal, impossible, impatient, imperfectBefore a root word starting with r, in–becomes ir–.irregular, irrelevant, irresponsiblere– means ‘again’ or ‘back’.re–: redo, refresh, return, reappear, redecoratesub– means ‘under’.sub–: subdivide, subheading, submarine, submergeinter– means ‘between’ or ‘among’.inter–: interact, intercity, international, interrelated (inter + related)super– means ‘above’.super–: supermarket, superman, superstaranti– means ‘against’.anti–: antiseptic, anti- clockwise, antisocialauto– means ‘self’ or ‘own’.auto–: autobiography, autographThe suffix –ationThe suffix –ation is added to verbs to form nouns. The rules already learnt still apply.information, adoration, sensation, preparation, admirationThe suffix –lyThe suffix –ly is added to an adjective to form an adverb. The rules already learnt still apply.The suffix –ly starts with a consonant letter, so it is added straight on to most root words.sadly, completely, usually (usual + ly), finally (final + ly), comically (comical+ ly)Statutory requirements Rules and guidance (non-statutory)Example words (non-statutory) Exceptions:(1) If the root word ends in –y with a consonant letter before it, the y is changed to i, but only if the root word has more than one syllable.happily, angrily(2) If the root word ends with –le, the–le is changed to –ly.gently, simply, humbly, nobly(3) If the root word ends with –ic,–ally is added rather than just –ly, except in the word publicly.basically, frantically, dramatically(4) The words truly, duly, wholly. Words with endings sounding like /ʒə/ or/tʃə/The ending sounding like /ʒə/ is always spelt –sure.The ending sounding like /tʃə/ is often spelt –ture, but check that the word is not a root word ending in(t)ch with an er ending – e.g.teacher, catcher, richer, stretcher.measure, treasure, pleasure, enclosurecreature, furniture, picture, nature, adventureEndings which sound like /ʒən/If the ending sounds like /ʒən/, it is spelt as –sion.division, invasion, confusion, decision, collision, televisionThe suffix –ousSometimes the root word is obvious and the usual rules apply for adding suffixes beginning with vowel letters.Sometimes there is no obvious root word.–our is changed to –or before –ousis added.A final ‘e’ of the root word must be kept if the /dʒ/ sound of ‘g’ is to be kept.If there is an /i:/ sound before the–ous ending, it is usually spelt as i, but a few words have e.poisonous, dangerous, mountainous, famous, varioustremendous, enormous, jealoushumorous, glamorous, vigorouscourageous, outrageous serious, obvious, curioushideous, spontaneous, courteousStatutory requirements Rules and guidance (non-statutory)Example words (non-statutory)Endings which sound like /ʃən/, spelt –tion,–sion, –ssion, –cianStrictly speaking, the suffixes are – ion and –ian. Clues about whether to put t, s, ss or c before these suffixes often come from the last letter or letters of the root word.–tion is the most common spelling. It is used if the root word ends in t or te.–ssion is used if the root word ends in ss or –mit. –sion is used if the root word ends ind or se.Exceptions: attend – attention, intend – intention.–cian is used if the root word ends inc or cs. invention, injection, action, hesitation, completionexpression, discussion, confession, permission, admissionexpansion, extension, comprehension, tension musician, electrician, magician, politician, mathematicianWords with the /k/ sound spelt ch (Greek in origin) scheme, chorus, chemist, echo, characterWords with the /ʃ/ sound spelt ch(mostly French in origin) chef, chalet, machine, brochureWords ending with the /g/ sound spelt – gue and the /k/ sound spelt –que (French in origin) league, tongue, antique, uniqueWords with the /s/ sound spelt sc (Latin in origin)In the Latin words from which these words come, the Romans probably pronounced the c and the k as two sounds rather than one – /s/ /k/.science, scene, discipline, fascinate, crescentWords with the /eɪ/ sound spelt ei, eigh, or ey vein, weigh, eight, neighbour, they, obeyStatutory requirements Rules and guidance (non-statutory)Example words (non-statutory)Possessive apostrophe with plural wordsThe apostrophe is placed after the plural form of the word; –s is not added if the plural already ends in–s, but is added if the plural does not end in –s (i.e. is an irregular plural –e.g. children’s).girls’, boys’, babies’, children’s, men’s, mice’s(Note: singular proper nouns ending in an s use the ’s suffix e.g.Cyprus’s population)Homophones and near-homophones accept/except, affect/effect, ball/bawl, berry/bury, brake/break, fair/fare, grate/great, groan/grown, here/hear, heel/heal/he’ll, knot/not, mail/male, main/mane, meat/meet, medal/meddle, missed/mist, peace/piece, plain/plane, rain/rein/reign, scene/seen, weather/whether, whose/who’s Grammar The two documents below give details of the specific grammar knowledge required in each year group.Year 3 GrammarYear 4 Grammar Mathematics The links below outline our written calculations policyCalculation-policyNumber and Place valuePupils should be taught to: count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number recognise the place value of each digit in a three-digit number (hundreds, tens, ones) compare and order numbers up to 1000 identify, represent and estimate numbers using different representations read and write numbers up to 1000 in numerals and in words solve number problems and practical problems involving these ideas.Number- Addition and SubtractionPupils should be taught to: add and subtract numbers mentally, including: a three-digit number and ones a three-digit number and tens a three-digit number and hundreds add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction estimate the answer to a calculation and use inverse operations to check answers solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction.Number- Multiplication and divisionPupils should be taught to: recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objects.Number- FractionsPupils should be taught to: count up and down in tenths;recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10 recognise, find and write fractions of a discrete set of objects: unit fractions and non unit fractions with small denominators recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators recognise and show, using diagrams, equivalent fractions with small denominators add and subtract fractions with the same denominator within one whole [for example, 7/ 5 + 7 /1 = 7 /6 ] compare and order unit fractions, and fractions with the same denominators solve problems that involve all of the above.MeasurementPupils should be taught to: measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml) measure the perimeter of simple 2-D shapes add and subtract amounts of money to give change, using both £ and p in practical contexts tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 24-hour clocks estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes and hours; use vocabulary such as o’clock, a.m./p.m., morning, afternoon, noon and midnight know the number of seconds in a minute and the number of days in each month, year and leap year compare durations of events [for example to calculate the time taken by particular events or tasks]. Geometry- Properties of ShapePupils should be taught to: draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them recognise angles as a property of shape or a description of a turn identify right angles, recognise that two right angles make a half-turn, three make three quarters of a turn and four a complete turn; identify whether angles are greater than or less than a right angle identify horizontal and vertical lines and pairs of perpendicular and parallel lines.StatisticsPupils should be taught to: interpret and present data using bar charts, pictograms and tables solve one-step and two-step questions [for example, ‘How many more?’ and ‘How many fewer?’] using information presented in scaled bar charts and pictograms and tables.Year 4Number- Number and place valuePupils should be taught to count in multiples of 6, 7, 9, 25 and 1000 find 1000 more or less than a given number count backwards through zero to include negative numbers recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones) order and compare numbers beyond 1000 identify, represent and estimate numbers using different representations round any number to the nearest 10, 100 or 1000 solve number and practical problems that involve all of the above and with increasingly large positive numbers read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value.Number- Addition and SubtractionPupils should be taught to: add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate estimate and use inverse operations to check answers to a calculation solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why.Number- Multiplication and DivisionPupils should be taught to: recall multiplication and division facts for multiplication tables up to 12 × 12 use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers recognise and use factor pairs and commutativity in mental calculations multiply two-digit and three-digit numbers by a one-digit number using formal written layout solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects.Number- Fractions (including decimals)Pupils should be taught to: recognise and show, using diagrams, families of common equivalent fractions count up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten. solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number add and subtract fractions with the same denominator recognise and write decimal equivalents of any number of tenths or hundredths recognise and write decimal equivalents to 1/2, 1/4, 3/4 find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths round decimals with one decimal place to the nearest whole number compare numbers with the same number of decimal places up to two decimal places solve simple measure and money problems involving fractions and decimals to two decimal places.MeasurementPupils should be taught to: Convert between different units of measure [for example, kilometre to metre; hour to minute] measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres find the area of rectilinear shapes by counting squares estimate, compare and calculate different measures, including money in pounds and pence read, write and convert time between analogue and digital 12- and 24-hour clocks solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days.Geometry- Property of ShapePupils should be taught to: compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes identify acute and obtuse angles and compare and order angles up to two right angles by size identify lines of symmetry in 2-D shapes presented in different orientations complete a simple symmetric figure with respect to a specific line of symmetry. Geometry- Position and DirectionPupils should be taught to: describe positions on a 2-D grid as coordinates in the first quadrant describe movements between positions as translations of a given unit to the left/right and up/down plot specified points and draw sides to complete a given polygon.StatisticsPupils should be taught to: interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs. solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs.