It is recommended that students be able to: Suggested Time — Two to five periods.
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This publication is available at https: A high-quality education in English will teach pupils to speak and write fluently writing a letter ks2 that they can communicate their ideas and emotions to others, and through their reading and listening, others can communicate with them.
Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually.
Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.
Aims The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written language, and to develop their love of literature through widespread reading for enjoyment.
The national curriculum for English aims to ensure that all pupils: Spoken language underpins the development of reading and writing. The quality and variety of language that pupils hear and speak are vital for developing their vocabulary and grammar and their understanding for reading and writing.
Pupils should develop a capacity to explain their understanding of books and other reading, and to prepare their ideas before they write. They must be assisted in making their thinking clear to themselves as well as to others, and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions.
Pupils should also be taught to understand and use the conventions for discussion and debate. All pupils should be enabled to participate in and gain knowledge, skills and understanding associated with the artistic practice of drama. Pupils should be able to adopt, create and sustain a range of roles, responding appropriately to others in role.
They should have opportunities to improvise, devise and script drama for one another and a range of audiences, as well as to rehearse, refine, share and respond thoughtfully to drama and theatre performances. Statutory requirements which underpin all aspects of spoken language across the 6 years of primary education form part of the national curriculum.
These are reflected and contextualised within the reading and writing domains which follow. Reading The programmes of study for reading at key stages 1 and 2 consist of 2 dimensions: Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words decoding and the speedy recognition of familiar printed words.
Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. This is why phonics should be emphasised in the early teaching of reading to beginners ie unskilled readers when they start school. Good comprehension draws from linguistic knowledge in particular of vocabulary and grammar and on knowledge of the world.
All pupils must be encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world they live in, to establish an appreciation and love of reading, and to gain knowledge across the curriculum.
It is essential that, by the end of their primary education, all pupils are able to read fluently, and with confidence, in any subject in their forthcoming secondary education.
Writing The programmes of study for writing at key stages 1 and 2 are constructed similarly to those for reading: In addition, pupils should be taught how to plan, revise and evaluate their writing.
These aspects of writing have been incorporated into the programmes of study for composition. Writing down ideas fluently depends on effective transcription: Effective composition involves articulating and communicating ideas, and then organising them coherently for a reader.
This requires clarity, awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar. Writing also depends on fluent, legible and, eventually, speedy handwriting. Spelling, vocabulary, grammar, punctuation and glossary The 2 statutory appendices — on spelling and on vocabulary, grammar and punctuation — give an overview of the specific features that should be included in teaching the programmes of study.
As vocabulary increases, teachers should show pupils how to understand the relationships between words, how to understand nuances in meaning, and how to develop their understanding of, and ability to use, figurative language.
They should also teach pupils how to work out and clarify the meanings of unknown words and words with more than 1 meaning. Pupils should be taught to control their speaking and writing consciously and to use Standard English. A non-statutory glossary is provided for teachers.Guide your children in writing their very own formal letters using this handy powerpoint!
Includes a helpful coloured diagram showing them how to lay out their letter, and step by step guidelines to get them going and help them structure their work.4/4(11).
In this planning, the children will be taught how to use conjunctions and paragraphs to write a letter to JK Rowling and Eddie Redmayne. The children are motivated by this unit because their writing has purpose.
The children will learn through modelling a. Introduction This booklet contains lists of words and ideas to help in the teaching of the Key Stage 2 spelling objectives set out in the National Literacy Strategy Framework for Teaching.
Writing Template Set (SB). A very useful set of colour (and low-colour) A4 templates to aid and inspire your children when grupobittia.com set includes printable templates for birthday and thank you cards, a recipe, postcard, letter, cafe menu and shopping list.
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Following on from my post about planning your learning environment I thought I’d write a little bit about the Leuven scales for emotional well being and involvement (developed by the Research Centre for Experiential Education at Leuven University, under the supervision of Professor Ferre Laevers).
These are two sets of indictors that should be considered when planning any educational setting.