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Coverage of learning objectives

Support your planning throughout this section by using this table to identify the objectives that relate to each unit.

Literacy learning is summarised in the learning objectives which are grouped under 12 strands. There are four strands in speaking and listening, three strands in reading and five strands in writing.

The strands:

  • represent the four aspects of language (speaking, listening, reading and writing)
  • build on children's experience and knowledge from year to year
  • reflect the English programme of study within the National Curriculum.
Narrative learning objectives
Learning objective Unit 1 Unit 2 Unit 3 Unit 4
Strand 1: Speaking
Retell stories, ordering events using 'story language' tick      
Tell stories and describe incidents from their own experience in an audible voice tick      
Interpret a text by reading aloud with some variety in pace and emphasis   tick tick  
Experiment with and build new stores of words to communicate in different contexts        
Strand 2: Listening and responding
Listen with sustained concentration, building new stores of words in different contexts tick tick tick  
Listen to audio or video clips and express views about how a story or information has been presented        
Listen to and follow instructions accurately, asking for help and clarification if necessary        
Strand 3: Group discussion and interaction
Take turns to speak, listen to other classmates' suggestions and talk about what they are going to do   tick tick  
Ask and answer questions, make relevant contributions, offer suggestions and take turns        
Explain their views to others in a small group; decide how to report the group's views to the class   tick tick  
Strand 4: Drama
Explore familiar themes and characters through improvisation and role-play tick     tick
Act out their own and well-known stories, using voices for characters        
Discuss why they like a performance        
Strand 5: Word recognition – decoding (reading) and encoding (spelling)
Recognise and use alternative ways of pronouncing the graphemes already taught, for example, that the grapheme 'g' is pronounced differently in 'get' and 'gem'; the grapheme 'ow' is pronounced differently in 'how' and 'show' tick tick tick tick
Recognise and use alternative ways of spelling the phonemes already taught, for example, that the /ae/ sound can be spelt with 'ai', 'ay' or 'a-e'; that the /ee/ sound can also be spelt as 'ea' and 'e'; and begin to know which words contain which spelling alternatives tick tick tick tick
Identify the constituent parts of two- and three-syllable words to support the application of phonic knowledge and skills tick tick tick tick
Recognise automatically an increasing number of familiar high frequency words tick tick tick tick
Apply phonic knowledge and skills as the prime approach to reading and spelling unfamiliar words that are not completely decodable tick tick tick tick
Read more challenging texts which can be decoded using their acquired phonic knowledge and skills, along with automatic recognition of high frequency words tick tick tick tick
Read and spell phonically decodable two- and three-syllable words tick tick tick tick
Strand 6: Word structure and spelling
Spell new words using phonics as the prime approach tick tick tick tick
Segment sounds into their constituent phonemes in order to spell them correctly. Children move from spelling simple CVC words to longer words that include common digraphs and adjacent consonants such as 'brush' and 'crunch' tick tick tick tick
Recognise and use alternative ways of spelling the graphemes already taught, for example, that the /ae/ sound can be spelt with 'ai', 'ay' or 'a-e'; that the /ee/ sound can also be spelt as 'ea' and 'e'; and begin to know which words contain which spelling alternatives tick tick tick tick
Use knowledge of common inflections in spelling, such as plurals, '-ly', '-er' tick tick tick tick
Read and spell phonically decodable two- and three-syllable words tick tick tick tick
Strand 7: Understanding and interpreting texts
Identify the main events and characters in stories and find specific information in simple texts tick tick tick  
Use syntax and context when reading for meaning tick tick tick tick
Make predictions showing an understanding of ideas, events and characters        
Recognise the main elements that shape different texts       tick
Explore the effect of patterns of language and repeated words and phrases   tick tick  
Strand 8: Engaging with and responding to texts
Select books for personal reading and give reasons for choices tick tick tick  
Visualise and comment on events, characters and ideas, making imaginative links to their own experiences tick      
Distinguish fiction and non-fiction texts and the different purposes for reading them        
Strand 9: Creating and shaping texts
Independently choose what to write about, plan and follow it through tick tick tick tick
Use key features of narrative in their own writing tick tick tick tick
Convey information and ideas in simple non-narrative forms tick tick tick  
Find and use new and interesting words and phrases, including 'story language' tick tick tick tick
Create short simple texts on paper and screen that combine words with images (and sounds) tick tick tick tick
Strand 10: Text structure and organisation
Write chronological and non-chronological texts using simple structures tick tick tick  
Group written sentences together in chunks of meaning or subject        
Strand 11: Sentence structure and punctuation
Compose and write simple sentences independently to communicate meaning tick tick tick tick
Use capital letters and full stops when punctuating simple sentences   tick tick tick
Strand 12: Presentation
Write most letters, correctly formed and orientated, using a comfortable and efficient pencil grip   tick tick  
Write with spaces between words accurately   tick tick  
Use the space bar and keyboard to type their name and simple texts       tick