CIPP English CF Small File

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Primary English Curriculum Framework


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Primary English Curriculum Framework

This curriculum framework document is based on the primary National Curriculum and the NationalLiteracy Strategy that have been implemented in England, but has been designed specifically forteachers and students in the international context.

This detailed framework should facilitate the development of courses that are stimulating both for thestudents and for the teachers. The knowledge and skills developed should ensure a smooth transitionfrom primary to secondary schooling, particularly for those who will be progressing to the CambridgeCheckpoint scheme and then on to Cambridge qualifications such as GCE O Level or IGCSE.

The English Curriculum Frameworkis organised into six stages (1 to6): each stage reflects theteaching targets for a year groupin the primary phase. Theframework covers the first year ofprimary teaching, when studentsare approximately 5 years old

(stage 1), to the final year ofprimary, when students areapproximately 11 years old (stage6). However, in differenteducational contexts, it may beappropriate to introduce thisframework at slightly different

ages.

University of CambridgeInternational Examinations (CIE)produces the CambridgeInternational Primary AchievementTest in English for the end of

primary teaching. The test ismoderated in Cambridge andstatements of achievement areissued to students.

Cambridge Primary ProgressionTests are available for Stages3 6 to help schools monitorstudent progress. The tests arenot pass/fail and do not lead to aqualification; instead they providea benchmark for schoolscalibrated against an international

cohort. They are designed toprovide information for teachers,students and parents about theprogress being made and thestrengths and weaknesses ofindividuals and groups.

The curriculum framework is

divided into four strands asshown below.

Usage

Phonics, spelling andvocabulary

Grammar and punctuation

Reading Writing

Speaking and Listening


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Stage 1: UsagePhonics, Spelling and Vocabulary

Pupils should:

Hear, read and write initial lettersounds

Use knowledge of sounds to readand writeconsonantvowelconsonant words

Know the names of letters of thealphabet and alphabetic order

Begin to use the terms 'consonant'and 'vowel' in talking about lettersounds

Use rhyme and relate this to spellingpatterns

Recognise common word endingssuch as 's', 'ed' and 'ing'

Identify separate sounds (phonemes)within words, which may berepresented by more than one letter

Practise blending phonemes forreading, and segmenting phonemesfor spelling

Recognise and use the digraphs 'th','ch', 'sh'

Identify initial and final consonantclusters (e.g. bl, cr, nd, st)

Begin to learn common spellings of

long vowel phonemes (e.g. 'ee', 'ai''oo')

Extend vocabulary from reading

Grammar and Punctuation

Pupils should:

Notice how punctuation (e.g. full stop,question mark, speech marks) helpsto mark out meaning

Identify sentences in a text

Know that a capital letter is used for'I', for names and for the start of a

sentence

Know that the end of a sentence ismarked with a full stop

Stage 1: ReadingPupils should:

Read familiar and simple stories andpoems, and relate words said andread

Read a range of common words onsight

Use knowledge of letter sounds toread simpleconsonantvowelconsonant words,and to attempt other words

Use all the information available tomake sense of what is read

Re-tell stories, with appropriate use ofstory language

Learn and recite simple poems

Join in and extend rhymes andrefrains, playing with languagepatterns

Stage 1


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Stage 1

Read simple books independently

Enjoy a range of books, discussingpreferences

Identify and discuss characters anddialogue

Recognise story elements (e.g.beginning, middle and end)

Anticipate what happens next in astory

Read labels, lists and captions to findinformation

Use alphabetic order of initial letters(e.g. to locate names and words for

spelling) Know the parts of a book (e.g. title

page, contents)

Read and talk about own writing

Take note of full stops in readingaloud

Stage 1: Writing

Pupils should:

Develop a comfortable and efficientpencil grip

Form letters correctly

Spell familiar common wordsaccurately, drawing on sightvocabulary

Use knowledge of sounds to writesimple regular words, and to attemptother words

Compose and write a simplesentence, with a capital letter and a

full stop Write labels, captions, lists, questions

and instructions for a purpose

Make simple storybooks andinformation texts, with sentences tocaption pictures

Write a sequence of sentencesretelling a familiar story or recounting

an experience Locate information and record

answers to questions (e.g. as lists,charts)

Stage 1: Speaking andListeningPupils should:

Speak clearly and choose wordscarefully

Converse with friends, teachers andother adults

Contribute to discussion within agroup

Take turns in speaking

Speak confidently to a group to sharean experience

Answer questions and explain furtherwhen asked

Listen to others and respondappropriately

Listen carefully to questions andinstructions

Tell stories, recite, read aloud


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Stage 2: UsagePhonics, Spelling and VocabularyPupils should:

Apply knowledge of phonemeseffectively in reading and spelling

Identify syllables and split familiarcompound words into parts

Learn the different spellings of long

vowel phonemes

Secure the spelling of high frequencywords and common irregular words

Spell words with common prefixesand suffixes (e.g. un, dis, ful, ly)

Build and use collections ofinteresting and significant words

Discuss the meaning of unfamiliarwords encountered in reading


Pupils should:

Use knowledge of grammar indeciphering words and sentences

Extend the use of a range of wordsand phrases to link sentences

Write in clear sentences using fullstops and capital letters

Develop awareness of otherpunctuation, including speech marks

Use verbs with increasing accuracyand use the past tense for narration

Re-read own writing for sense andaccuracy

Use a variety of simple organisationaldevices (e.g. headings, captions)

Read and respond to question words(e.g. what, where, when, who, why)

Use question marks

Stage 2: Reading

Pupils should:

Extend the range of common wordsrecognised on sight

Apply knowledge of phonemes andword parts in tackling unfamiliarwords

Use context and sentence structure to

help establish meaning Understand time and sequence in

story narratives

Identify and describe story settingsand characters

Predict story endings

Read poems and comment on wordsand sounds, rhyme and rhythm

Make simple inferences from thewords on the page (e.g. aboutfeelings)

Read and follow simple instructions(e.g. in a recipe)

Stage 2


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Stage 2

Locate words by initial letter in simple

dictionaries, glossaries and indexes

Find answers to questions by readinga section of text

Find factual information from differentformats (e.g. charts, labelleddiagrams)

Scan a page to find whereinformation is located

Read simple fiction and non-fictionbooks independently

Stage 2: Writing

Pupils should:

Form letters correctly and consistently

Practise handwriting patterns and thejoining of letters

Spell accurately the common wordsthat can be read on sight

Apply knowledge of phonemes and

spelling patterns in writingindependently

Choose interesting words andphrases (e.g. in describing peopleand places)

Find alternatives to and/then indeveloping a narrative andconnecting ideas

Use the language of time (e.g.suddenly, after that)

Use the structures of familiar poemsand stories in developing own writing

Structure a story with a beginning,middle and end

Develop stories with a setting,characters and a sequence of events

Begin to use dialogue in stories

Write simple evaluations of booksread

Write a list of instructions

Recount events and experiences

Make simple notes from a section ofnon-fiction text (e.g. listing key words)

Record factual information, usingsimple non-fiction texts as a model

Stage 2: Speaking and

ListeningPupils should:

Show confidence in speaking to agroup

Articulate clearly so that others canhear

Show awareness of the listener byincluding relevant details

Attempt to express ideas precisely,using a growing vocabulary

Begin to be aware of the use of moreformal vocabulary and tone of voice

Explain plans and ideas, extendingthem in the light of discussion

Listen carefully and respondappropriately, asking questions ofothers


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Pupils should:

Use effective strategies to tackle

unfamiliar words Use analogy in working out the likely

spelling of words

Practise new spellings and write themcorrectly in own work

Identify mis-spelt words in ownwriting and keep individual spellinglists

Use independent spelling strategies(e.g. sounding out, visual skills)

Use a dictionary to find the spellingand meaning of words

Extend knowledge and use of spellingpatterns (e.g. vowel phonemes,double consonants, silent letters,common prefixes and suffixes)

Use and spell compound words Explore words that have the same

spelling but different meanings (e.g.form, wave [homonyms])

Organise words or informationalphabetically using first two letters

Explore vocabulary for introducingand concluding dialogue (e.g. said,asked)

Generate synonyms for highfrequency words (e.g. big, little, good)

Consider how the choice of wordscan heighten meaning

Infer the meaning of unknown wordsfrom the context


Pupils should: Take account of the full range of

punctuation in reading aloud

Collect example of nouns, verbs andadjectives, and use the termsappropriately

Understand that verbs are necessaryfor meaning in a sentence

Develop consistency in the use oftenses

Identify pronouns and understandtheir function in a sentence

Stage 3

Ensure grammatical agreement ofpronouns and verbs in usingstandard English

Understand pluralisation and use theterms 'singular' and 'plural'

Maintain accurate use of capitalletters and full stops in demarcatingsentences

Use question marks, exclamationmarks, and commas in lists

Learn the basic conventions of speechpunctuation and use speech marks

Use the apostrophe to mark omission

in shortened words (e.g. can't, don't)

Use a widening range of connectivesto link ideas in writing


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Stage 3

Stage 3: Reading

Pupils should:

Read a range of story, poetry and

information books

Sustain the reading of books withchapters

Note how text is organised inparagraphs and chapters

Read playscripts and dialogue, withawareness of different voices

Identify different types of stories andtypical story themes

Read and comment on differentbooks by the same author

Read aloud with expression toengage the listener

Practise reading and reciting poems

Consider words that make an impact

(e.g. adjectives and powerful verbs) Begin to infer meanings beyond the

literal (e.g. about motives andcharacter)

Identify the main points or gist ofwhat has been read

Understand and use the terms 'fact','fiction' and 'non-fiction'

Scan a passage to find specificinformation and answer questions

Work out what a book is about fromskimming its main features

Locate information in non-fiction textsusing contents page and index

Consider ways that information is set

out (e.g. lists, charts, bullet points) Read and follow instructions to carry

out an activity

Locate books by classification andfind information using IT sources

Stage 3: Writing

Pupils should:

Ensure consistency in the size andproportion of letters and the spacingof words

Practise joining letters in handwriting

Build up handwriting speed, fluencyand legibility

Plan main points as a structure forstory writing

Develop descriptions of settings instories

Write portraits of characters

Use reading as a model for writingdialogue

Begin to organise writing inparagraphs in extended stories

Write first-person accounts anddescriptions based on observation

Write simple playscripts, based onreading

Write and perform poems, attendingto the sound of words

Choose and compare words to

strengthen the impact of writing Write book reviews summarising

what the book is about

Make a record of information drawnfrom a text (e.g. by filling a chart)

Write letters, notes and messages

Use IT to write, edit and present work

Stage 3: Speaking andListeningPupils should:

Speak clearly and confidently in arange of contexts

Practise to improve performancewhen reading aloud

Adapt tone of voice and use ofvocabulary for different audiences

Take turns in discussion, building onwhat others have said

Listen and respond appropriately toother views and opinions

Listen and remember a sequence ofinstructions


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Pupils should:

Apply phonic/spelling, graphic,grammatical and contextualknowledge in reading unfamiliarwords

Make use of known spellings andspelling patterns in all writing

Identify syllabic patterns in multi-syllabic words

Match spelling to meaning whenwords sound the same (e.g.to/two/too, right/write [homophones])

Spell words with common letterstrings but different pronunciations(e.g. tough, through, trough, plough)

Extend earlier work on prefixes andsuffixes

Collect and classify words withcommon roots (e.g. invent, prevent)

Build words from other words withsimilar meanings (e.g. medical,medicine)

Investigate spelling patterns;generate and test rules that governthem

Check and correct spellings andidentify words that need to belearned

Use all the letters in sequence foralphabetical ordering

Seek alternatives for overused wordsand expressions

Use more powerful verbs (e.g.'rushed' instead of 'went')

Explore degrees of intensity inadjectives (e.g. cold, tepid, warm, hot)

Recognise meaning in figurativelanguage


Pupils should:

Re-read own writing to checkpunctuation and grammatical sense

Investigate past, present and futuretenses of verbs

Identify adverbs and their impact onmeaning

Practise using commas to mark outthe meaning within sentences

Learn the use of the apostrophe toshow possession (e.g. girl's, girls')

Use connectives to structure anargument (e.g. if, although)

Identify all the punctuation marks andrespond to them when reading

Investigate the grammar of differentsentences: statements, questions andorders

Stage 4: Reading

Pupils should:

Extend the range of reading

Read further stories or poems by afavourite writer, and compare them

Explore the different processes ofreading silently and reading aloud

Investigate how settings andcharacters are built up from details

Understand the main stages in astory from introduction to resolution

Explore narrative order and the focuson significant events

Understand how expressive anddescriptive language creates mood

Explore the impact of imagery andfigurative language in poetry andprose

Explore implicit as well as explicitmeanings within the text

Read and perform play scripts,exploring how scenes are built up

Compare and contrast poems andinvestigate poetic features

Identify different types of non-fictiontext and their features

Read newspaper reports andconsider how they engage the reader

Stage 4


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Distinguish between 'fact' and'opinion' in reading and other media

Understand how points are orderedto make a coherent argument

Investigate how persuasive writing isused to convince a reader

Note key words and phrases toidentify the main points in a passage

Understand how paragraphs andchapters are used to organise ideas

Stage 4: WritingPupils should:

Use joined-up handwriting in all

writing Explore different ways of planning

stories, and write longer stories fromplans

Explore alternative openings andendings for stories

Write character profiles, using detailto capture the reader's imagination

Write newspaper-style reports,instructions and non-chronologicalreports

Collect and present information fromnon-fiction texts

Present an explanation or a point ofview in ordered points (e.g. in a letter)

Use paragraphs in writing to

organise and sequence ideas

Explore the layout and presentationof writing, to fit its purpose

Make short notes from a text and usethese to aid writing

Summarise a sentence or aparagraph in a limited number ofwords

Stage 4: Speaking andListening

Pupils should:

Vary the use of vocabulary and levelof detail according to purpose

Listen carefully in discussion,contributing relevant comments andquestions

Understand the gist of an account orthe significant points

Begin to develop ideas thoughtfully,

and convey opinions

Evaluate what is heard and givereasons for agreement ordisagreement

Deal politely with opposing points ofview

Adapt the pace and loudness ofspeaking when performing or

reading aloud

Stage 4


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Pupils should:

Use effective strategies for learningnew spellings and mis-spelt words

Use known spellings to work out the

spelling of related words Investigate spelling patterns for

pluralisation (e.g. s, es, y/ies, f/ves)

Recognise common letter strings inwords pronounced differently

Investigate the meaning and spellingof common prefixes (e.g. auto, bi,trans)

Identify word roots and derivations tosupport spelling (e.g. sign, signal,signature)

Spell and make correct use ofpossessive pronouns (e.g. their,theirs, my, mine)

Identify unstressed vowels inpolysyllabic words (e.g. carpet,

interest) Learn spelling rules for words ending

in 'e' and 'y' (e.g. take/taking,try/tries)

Investigate ways of creatingopposites (e.g. 'un', 'im') andcomparatives (e.g. 'er', 'est')

Investigate patterns in the use ofsingle and double consonants (e.g.full/ful)

Extend understanding of the use of

adverbs to qualify verbs (e.g. indialogue)

Use dictionaries efficiently and carryout IT spell checks

Collect synonyms and opposites andinvestigate shades of meaning

Investigate the origin and appropriateuse of idiomatic phrases

Discuss metaphorical expressionsand figures of speech

Use a thesaurus to extend vocabularyand the choice of words

Identify unfamiliar words, exploredefinitions and use new words incontext


Pupils should:

Understand conventions of standardEnglish (e.g. agreement of verbs)

Use pronouns making clear to whator to whom they refer

Identify prepositions and use the term Understand the difference between

direct and reported speech

Learn how dialogue is set out andpunctuated

Use the comma to embed clauseswithin sentences

Place full stops correctly at the end of

complex sentences Investigate clauses within sentences

and how they are connected

Explore ways of combining simplesentences and re-ordering clauses

Practise proof-reading and editingwriting for clarity and correctness

Stage 5


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Read widely and explore the featuresof different fiction genres

Read and identify characteristics ofmyths, legends and fables

Analyse openings and compare thestructure of different stories

Identify the point of view from which astory is told

Consider how characters arepresented, and their differentperspectives

Read poems by significant poets andcompare style, forms and themes

Read narrative poems and performpoems in a variety of ways

Interpret imagery, adding to

understanding beyond the literal Read and evaluate non-fiction texts

for purpose, style, clarity andorganisation

Note the use of persuasive devices,words and phrases in print and othermedia

Look for information in non-fictiontexts to build on what is alreadyknown

Locate information confidently andefficiently from different sources

Skim-read to gain overall sense of atext and scan for specific information

Develop note-making to extract key

points and to group and link ideas Explore the features of texts which

recount events and experiences (e.g.diaries)

Understand the use of impersonalstyle in explanatory texts

Compare writing that informs andpersuades

Stage 5


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Review, revise and edit writing inorder to improve it, using IT asappropriate

Write new scenes or characters into astory, or write from another viewpoint

Write own versions of legends, mythsand fables, using structures fromreading

Choose words and phrases carefullyto convey feeling and atmosphere

Use figurative language to evokeimaginative response

Write a playscript, includingproduction notes to guideperformance

Make notes for different purposes,

using simple abbreviations Understand the use of notes in

writing 'in your own words'


Pupils should: Talk confidently and listen

purposefully in a range of contexts

Describe events and convey opinionswith increasing clarity

Shape and organise ideas clearlywhen speaking

Recall and discuss important features

of a talk Ask questions to develop ideas and

extend understanding

Develop confidence in performing(e.g. in a play scene)

Report back to a group, using notesto present findings about a topicstudied

Prepare and present an argument topersuade others to a point of view

Map out writing to plan structure (e.g.paragraphs, sections, chapters)

Records ideas, reflections and

predictions about books (e.g. in areading log)

Write non-chronological reports andexplanations

Evaluate own and others' writing

Draft and write letters for realpurposes

Write a commentary on an issue,setting out and justifying a personalview

Stage 5


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Pupils should:

Continue to learn words, applypatterns and pursue accuracy inspelling

Further investigate spelling rules and

exceptions Investigate meanings and spellings of

connectives

Develop knowledge of word roots,prefixes and suffixes to supportspelling

Explore word origins and derivations,and the use of words from other

languages Explore definitions and shades of

meaning, and use new words incontext

Understand changes over time inwords and expressions and their use

Explore proverbs, sayings andfigurative expressions


Pupils should:

Revise different word classes

Revise language conventions andgrammatical features of differenttypes of text

Explore active and passive verbs

within sentences Investigate the use of conditionals

(e.g. to express possibilities)

Distinguish the main clause andother clauses in a complex sentence

Develop grammatical control ofcomplex sentences, manipulatingthem for effect

Use punctuation effectively to markout the meaning in complexsentences

Secure accuracy in usingapostrophes and commas, andpunctuating speech

Identify uses of the colon, semi-colon,parenthetic commas, dashes and

brackets Understand the conventions of

standard English usage in differentforms of writing


Develop familiarity with the work ofestablished authors and poets

Discuss and express preferences interms of language, style and themes

Look for implicit as well as explicit

meanings, and make plausibleinferences

Articulate personal responses toreading, with close reference to thetext

Analyse the success of writing inevoking particular moods (e.g.suspense)

Take account of viewpoint in a novel,and distinguish author and narrator

Understand aspects of narrativestructure such as the handling of time

Explore how poets manipulate andplay with words and their sounds

Read and interpret poems in whichmeanings are implied or multi-

layered Compare and evaluate the print and

film versions of a novel or play

Stage 6


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Distinguish between fact and opinionin a range of texts and other media

Explore autobiography andbiography, and first and third personnarration

Analyse how paragraphs andchapters are structured and linked

Compare the language, style andimpact of a range of non-fictionwriting

Recognise key characteristics of non-chronological report writing

Identify features of balanced writtenarguments


Use different genres as models forwriting

Plan plot, characters and structureeffectively in writing an extendedstory

Develop skills of writing biography,and autobiography in role

Use the styles and conventions ofjournalism to write reports on events

Write non-chronological reportslinked to work in other subjects

Summarise a passage, chapter or

text in a given number of words Argue a case in writing, developing

points logically and convincingly

Write a balanced report of acontroversial issue

Select appropriate non-fiction styleand form to suit specific purposes

Use paragraphs, sequencing and

linking them appropriately, in fictionand non-fiction writing

Use IT effectively to prepare andpresent writing for publication

Stage 6


Pupils should:

Vary vocabulary, expression and toneof voice to engage the listener

Pay close attention in discussion to

what others say Extend and follow up ideas, asking

and answering questions thoughtfully

Help to move group discussionforward (e.g. by clarifying,summarising)

Speak confidently in formal andinformal contexts

Prepare, practise and improve aspoken presentation or performance

Use spoken language well topersuade, instruct or make a case(e.g. in a debate)

Reflect on variations in speech, andappropriate use of standard English


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University of Cambridge International Examinations 2005PBCIPP ENG 01 05

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CIPP English CF Small File