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St Benedict's Catholic Primary School

Encouraging Faithfulness, Courage and Respect

John 10:10 "I have come so that you may have life and have it to the full.""All will be well and all manner of things will be well.""The future belongs to those who believe in the beauty of their dreams." Eleanor Roosevelt"For I know the plans I have for you, declares the LORD, plans for welfare and not for evil, to give you a future and a hope." Jeremiah 29:11 "At the heart of our faith is one truth: God loves you." Pope Francis“We must be the change we wish to see in the world.” Mohandas Gandhi

English

Our Vision for English at St Benedict's

Progression of Skills in English at St Benedict's

Spoken Language in EYFS:

The EYFS framework is structured very differently to the national curriculum as it is organised across seven areas of learning rather than subject areas.

The most relevant statements for spoken language are taken from the following areas of learning:

  • Communication and Language
  • Personal, Social and Emotional Development
  • Understanding the World
  • Expressive Arts and Design

Spoken Language

Listening Skills

Three and Four-Year-Olds

Communication and Language

•    Enjoy listening to longer stories and can remember much of what happens.

•    Can find it difficult to pay attention to more than one thing at a time.

•    Can start a conversation with an adult or a friend and continue it for many turns.

Expressive Arts and Design

•    Listen with increased attention to sounds.

Reception

Communication and Language

•    Understand how to listen carefully and why listening is important.

•    Listen to and talk about stories to build familiarity and understanding.

•    Listen carefully to rhymes and songs, paying attention to how they sound.

•    Listen to and talk about selected non-fiction to develop a deep familiarity with new knowledge and vocabulary.

Expressive Arts and Design

•    Listen attentively, move to and talk about music, expressing their feelings and response.

ELG

Communication and Language

Listening, Attention and Understanding

•    Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions.

•    Make comments about what they have heard and ask questions to clarify their understanding.

•    Hold conversation when engaged in back-and-forth exchanges with their teacher and peers.

Personal, Social and Emotional Development

Self-Regulation

•    Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.

 

Following Instructions

Three and Four-Year-Olds

Communication and Language

•    Understand a question or instruction that has two parts, such as “Get your coat and wait at the door.”

Personal, Social and Emotional Development

•    Increasingly follow rules, understanding why they are important.

ELG

Personal, Social and Emotional Development

Self-Regulation

•    Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.

Managing Self

•    Explain the reasons for rules, know right from wrong and try to behave accordingly.

Asking and Answering Questions

Three and Four-Year-Olds

Communication and Language

•    Understand a question or instruction that has two parts, such as “Get your coat and wait at the door.”

•    Understand ‘why’ questions, like: “Why do you think the caterpillar got so fat?”

Reception

Communication and Language

•    Ask questions to find out more and check they understand what has been said to them.

ELG

Communication and Language

Listening, Attention and Understanding

•    Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions.

•    Make comments about what they have heard and ask questions to clarify their understanding.

Speaking

•    Offer explanations for why things happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate.

Drama, Performance and Confidence

Three and Four-Year-Olds

Communication and Language

•    Be able to express a point of view and debate when they disagree with an adult or friend, using words as well

as actions.

Personal, Social and Emotional Development

•    Show more confidence in new social situations.

•    Develop appropriate ways of being assertive.

Expressive Arts and Design

•    Create their own songs, or improvise a song around one they know.

Reception

Communication and Language

•    Retell the story, once they have developed a deep familiarity with the text; some as exact repetition and some in their own words.

•    Learn rhymes, poems and songs.

Expressive Arts and Design

•    Watch and talk about dance and performance art, expressing their feelings and responses.

•    Sing in a group or on their own, increasing matching the pitch and following the melody.

•    Explore and engage in music making and dance, performing solo or in groups.

ELG

Personal, Social and Emotional Development

Managing Self

•    Be confident to try new activities and show independence, resilience and perseverance in the face of a challenge.

Expressive Arts and Design

Being Imaginative and Expressive

•    Sings a range of well-known nursery rhymes and songs.

•    Performs songs, rhymes, poems and stories with others, and (when appropriate) try to move in time to music.

 

Vocabulary Building and Standard English

Three and Four-Year-Olds

Communication and Language

•    Use a wider range of vocabulary.

•    Develop their communication, but may continue to have problems with irregular tenses and plurals, such as ‘runned’ for ‘ran’ and ‘swimmed’ for ‘swam’.

•    Use longer sentences of four to six words.

Literacy

•    Engage in extended conversations about stories, learning new vocabulary.

Understanding the World

•    Talk about what they see, using a wide vocabulary.

Reception

Communication and Language

•    Learn new vocabulary.

•    Use new vocabulary throughout the day.

•    Articulate their ideas and thoughts in well-formed sentences.

•    Develop social phrases.

•    Use new vocabulary in different contexts.

ELG

Communication and Language

Speaking

•    Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary.

•    Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.

Literacy

Comprehension

•    Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary.

•    Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role play.

Speaking for a Range of Purposes

Three and Four-Year-Olds

Communication and Language

•    Be able to express a point of view and debate when they disagree with an adult or friend, using words as well

as actions.

•    Can start a conversation with an adult or a friend, and continue it for many turns.

•    Use talk to organise themselves and their play: “Let’s go on a bus… you sit there… I’ll be the driver.”

Personal, Social and Emotional Development

•    Play with one or more other children, extending and elaborating play ideas.

•    Develop appropriate ways of being assertive.

•    Talk with others to solve conflicts.

•    Talk about their feelings using words like ‘happy’, ‘sad’, ‘angry’ or ‘worried’.

Literacy

•    Engage in extended conversations about stories, learning new vocabulary.

Understanding the World

•    Talk about what they see, using a wide range of vocabulary.

•    Explore and talk about different forces they can feel.

•    Talk about the differences between materials and changes they notice.

•    Know that there are different countries in the world and talk about the differences they have experienced or seen in photos.

Expressive Arts and Design

•    Take part in simple pretend play, using an object to represent something else even though they are not similar.

•    Begin to develop complex stories using small world equipment, such as animal sets, dolls and dolls houses, etc.

 

Reception

Communication and Language

•    Ask questions to find out more and to check they understand what has been said to them.

•    Describe events in some detail.

•    Use talk to help work out problems and organise thinking and activities. Explain how things work and why they might happen.

•    Develop social phrases.

•    Listen to and talk about stories to build familiarity and understanding.

•    Retell the story, once they have developed a deep familiarity with the text; some as exact repetition and some in their own words.

•    Use new vocabulary in different contexts.

•    Listen to and talk about selected non-fiction to develop a deep familiarity with new knowledge and vocabulary.

Personal, Social and Emotional Development

•    Express their feelings and consider the feelings of others.

Understanding the World

•    Talk about their immediate family and community.

•    Name and describe people who are familiar to them.

•    Comment on images of familiar situations in the past.

•    Compare and contrast characters from stories, including figures from the past.

•    Describe what they see, hear and feel whilst outside.

Expressive Arts and Design

•    Watch and talk about dance and performance art, expressing their feelings and responses.

ELG

Communication and Language

Listening, Attention and Understanding

•    Make comments about what they have heard and ask questions to clarify their meanings.

•    Hold conversation when engaged in back-and-forth exchanges with their teacher and peers.

Speaking

•    Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary.

•    Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems where appropriate.

•    Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.

Personal, Social and Emotional Development

Managing Self

•    Explain the reasons for rules, know right from wrong and try to behave accordingly.

Literacy

Comprehension

•    Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary.

•    Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role play.

Word Reading

•    Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.

Understanding the World

Past

and Present

•    Talk about the lives of the people around them and their roles in society.

People, Culture and Communities

•    Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps.

•    Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and (when appropriate) maps.

 

ELG

Expressive Arts and Design

Creating

with Materials

•    Share their creations, explaining the processes they have used.

Being Imaginative and Expressive

•    Invent, adapt and recount narratives and stories with peers and their teacher.

•    Perform songs, rhymes, poems and stories with others, and (when appropriate) try to move in time to music.

Participating in Discussion

Three and Four-Year-Olds

Communication and Language

•    Be able to express a point of view and debate when they disagree with an adult or friend, using words as well

as actions.

Literacy

•    Engage in extended conversations about stories, learning new vocabulary.

ELG

Communication and Language

Listening, Attention and Understanding

•    Listen attentively and respond to what they hear with relevant questions, comments and actions, when being read to and during whole class discussions and small group interactions.

•    Hold conversation when engaged in back-and-forth exchanges with their teachers and peers.

Speaking

•    Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary.

Literacy

Comprehension

•    Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role play.

Writing in EYFS:

The EYFS framework is structured very differently to the national curriculum as it is organised across seven areas of learning rather than subject areas.

The most relevant statements for writing are taken from the following areas of learning:

  • Communication and Language
  • Physical Development
  • Literacy
  • Expressive Arts and Design

Writing: Transcription Spelling

Phonics and Spelling Rules

Three and Four-Year-Olds

Literacy

•    Use some of their print and letter knowledge in their early writing. For example: writing a pretend shopping list that starts at the top of the page; write ‘m’ for mummy.

Reception

Literacy

•    Spell words by identifying the sounds and then writing the sound with the letter/s.

•    Write short sentences with words with known letter-sound correspondences using a capital letter and a full stop.

 

Writing: Transcription Handwriting

Letter Formation, Placement and Positioning

Three and Four-Year-Olds

Physical Development

•    Use large-muscle movements to wave flags and streamers, paint and make marks.

•    Use one-handed tools and equipment, for example, making snips in paper with scissors.

•    Use a comfortable grip with good control when holding pens and pencils.

•    Shows a preference for a dominant hand.

Literacy

•    Write some letters accurately.

Reception

Physical Development

•    Develop their small motor skills so that they can use a range of tools competently, safely and confidently. Suggested tools:

pencils for drawing and writing, paintbrushes, scissors, knives, forks and spoons.

•    Use their core muscle strength to achieve a good posture when sitting at a table or sitting on the floor.

•    Develop the foundations of a handwriting style which is fast, accurate and efficient.

Literacy

•    Form lower case and capital letters correctly.

 

ELG

Physical Development

•    Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases.

Literacy

•    Write recognisable letters, most of which are correctly formed.

 

Writing: Composition

Planning, Writing and Editing

Three and Four-Year-Olds

Communication and Language

•    Know many rhymes, be able to talk about familiar books, and be able to tell a long story.

Literacy

•    Engage in extended conversations about stories, learning new vocabulary.

•    Use some of their print and letter knowledge in their early writing. For example, writing a pretend shopping list that starts at the top of the page; write ‘m’ for mummy.

•    Write some or all of their name.

•    Write some letters accurately.

Expressive Arts and Design

•    Begin to develop complex stories using small world equipment, like animal sets, dolls and dolls houses,etc.

Reception

Communication and Language

•    Learn new vocabulary.

•    Articulate their ideas and thoughts in well-formed sentences.

•    Describe events in some detail.

•    Use talk to help work out problems and organise thinking and activities. Explain how things work and why they might happen.

•    Listen to and talk about stories to build familiarity and understanding.

•    Retell the story, once they have developed a deep familiarity with the text; some as exact repetition and some in their own words.

•    Use new vocabulary in different contexts.

•    Listen to and talk about selected non-fiction to develop a deep familiarity with new knowledge and vocabulary.

Literacy

•    Form lower case and capital letters correctly.

•    Spell words by identifying the sounds and then writing the sound with the letter/s.

•    Write short sentences with words with known letter-sound correspondences using a capital letter and a full stop.

•    Re-read what they have written to check it makes sense.

Expressive Arts and Design

•    Develop storylines in their pretend play.

ELG

Literacy

Writing

•    Write recognisable letters, most of which are correctly formed.

•    Spell words by identifying sounds in them and representing the sounds with a letter or letters.

•    Write simple phrases and sentences that can be read by others.

Expressive Arts and Design

Being Imaginative and Expressive

•    Invent, adapt and recount narratives and stories with peers and teachers.

 

Awareness of Audience, Purpose and Structure

Three and Four-Year-Olds

Communication and Language

•    Use a wider range of vocabulary.

•    Be able to express a point of view and to debate when they disagree with an adult or a friend, using words as well as actions.

•    Can start a conversation with an adult or a friend and continue it for many turns.

•    Use talk to organise themselves and their play: “Let’s go on a bus… you sit there… I’ll be the driver.”

Reception

Communication and Language

•    Learn new vocabulary.

•    Use new vocabulary throughout the day.

•    Describe events in some detail.

•    Use talk to help work out problems and organise thinking and activities. Explain how things work and why they might happen.

•    Develop social phrases.

•    Use new vocabulary in different contexts.

ELG

Communication and Language

Speaking

•    Participate in small group, class and one-to-one discussion, offering their own ideas, using recently introduced vocabulary.

•    Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate.

•    Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.

 

Writing: Vocabulary, Grammar and Punctuation

Sentence Construction and Tense

Three and Four-Year-Olds

Communication and Language

•    Understand ‘why’ questions, like: ‘Why do you think the caterpillar got so fat?’

•    Develop their communication, but may continue to have problems with irregular tenses and plurals, such as ‘runned’ for ‘ran’, ‘swimmed’ for ‘swam’.

•    Use longer sentences of four to six words.

Reception

Communication and Language

•    Learn new vocabulary.

•    Use new vocabulary throughout the day.

•    Articulate their ideas and thoughts in well-formed sentences.

•    Connect one idea or action to another using a range of connectives.

ELG

Communication and Language

Speaking

•    Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate.

•    Express their ideas and feelings about their experiences using full sentences, including the use of past, present and future tenses and making use of conjunctions with modelling and support from the teacher.

 

Use of Phrases and Clauses

Three and Four-Year-Olds

Communication and Language

•    Use longer sentences of four to six words.

Reception

Communication and Language

•    Articulate their ideas and thoughts in well-formed sentences.

•    Connect one idea or action to another using a range of connectives.

ELG

Communication and Language

Speaking

•    Express their ideas and feelings about their experiences using full sentences, including the use of past, present and future tenses and making use of conjunctions with modelling and support from the teacher.

Poetry and Performance

Three and Four-Year-Olds

Communication and Language

•    Sing a large repertoire of songs.

•    Know many rhymes, be able to talk about familiar books, and be able to tell a long story.

Expressive Arts and Design

•    Take part in simple pretend play, using an object to represent something else even though they are not similar.

•    Begin to develop complex stories using small world equipment like animal sets, dolls and dolls houses etc.

•    Remember and sing entire songs.

•    Sing the pitch of a tone sung by another person (‘pitch match’).

•    Sing the melodic shape (moving melody, such as up and down and down and up) of familiar songs.

•    Create their own songs, or improvise a song around one they know.

Reception

Communication and Language

•    Engage in story times.

•    Retell the story, once they have developed a deep familiarity with the text; some as exact repetition and some in their own words.

•    Learn rhymes, poems and songs.

Expressive Arts and Design

•    Sing in a group or on their own, increasingly matching the pitch and following the melody.

•    Develop storylines in their pretend play.

ELG

Literacy

Comprehension

•    Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary.

Expressive Arts and Design

Creating

with Materials

•    Make use of props and materials when role playing characters in narratives and stories.

Being Imaginative and Expressive

•    Invent, adapt and recount narratives and stories with their peers and their teacher.

•    Perform songs, rhymes, poems and stories with others, and (when appropriate) try to move in time to music.

 

Non-Fiction

Reception

Communication and Language

•    Engage in non-fiction books.

•    Listen to and talk about selected non-fiction to develop a deep familiarity with new knowledge and vocabulary.

ELG

Communication and Language

Speaking

•    Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate.

Literacy

Comprehension

•    Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role play.