• To share the expectations for SPaG laid out in the National Curriculum for English • To provide you with a greater understanding of how English is taught in school and to see the progression of spelling, punctuation and grammar across the phases • To ‘have a go’ at questions from SPaG tests given to children at the end of KS1 and 2 • To give suggestions on how to help your children at home
• Stronger emphasis on vocabulary development, grammar, punctuation and spelling (for example, the use of commas and apostrophes is now taught in KS1) • A greater number of specific grammatical structures and terms for the pupils to understand and use • Handwriting is expected to be fluent, legible and speedy
• SPaG testing at KS1 is optional. We choose to do this as it helps to assess the children and monitor progress. • Writing is a national statutory assessment and the children are marked according to whether they are meeting the expected requirements for the end of Year 2.
Examples from Key Stage 1 SPaG tests.
• Basic skills sessions are taught in every year group with a focus on spellings which begins as phonics in EYFS and moves on to learning about spelling rules and patterns as the children progress. • These sessions are differentiated across the year group and children are given sounds and/or words to learn each week. • Children in KS2 revise their weekly spellings in the daily independent SaCaWaC activity •
• Grammar is taught discretely, often as part of the English lesson, and then reinforced during reading and writing activities • Weekly spellings and grammar exercises form part of the children’s regular homework
Year 3 • To express time, place and cause using conjunctions (e.g. when, before, after, while, so, because), adverbs or prepositions (e.g. before, after, during, in, because of) • To introduce paragraphs as a way to group related material • To use headings and subheadings to aid presentation • To use the present perfect form of verbs instead of the simple past
Year 3 Vocabulary: • To express time, place and cause using conjunctions (e.g. when, before, after, while, so, because), adverbs or adverb, preposition, conjunction, prepositions (e.g. before, after, during, in, because of) word family, prefix, clause, subordinate clause, direct speech, • To introduce paragraphs as a way to group related material consonant, letter, vowel, inverted commas • To use headings and subheadings to aid presentation • To use the present perfect form of verbs instead of the simple past
• To use noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases • To use fronted adverbials • To use paragraphs to organise ideas around a theme • To use the appropriate choice of the pronoun or noun within and across sentences to aid cohesion and avoid repetition. • To use inverted commas and other punctuation to indicate direct speech. • To use apostrophes to mark singular and plural possession. • To use commas after fronted adverbials.
• To use noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases Vocabulary: • To use fronted adverbials determiner, • To use paragraphs to organise ideas around a theme pronoun, • To use the appropriate choice of the pronoun or noun within and across possessive pronoun, adverbial sentences to aid cohesion and avoid repetition. • To use inverted commas and other punctuation to indicate direct speech. • To use apostrophes to mark singular and plural possession. • To use commas after fronted adverbials.
• To use relative clauses beginning with, who, which, where, when, whose, that or an omitted relative pronoun • To indicate degrees of possibility using adverbs or modal verbs • To use devices to build cohesion within a paragraph • To link ideas across paragraphs using adverbials of time, place and number or tense choices • To use brackets, dashes or commas to indicate parenthesis • To use commas to avoid ambiguity and to clarify meaning
• To use relative clauses beginning with, who, which, where, when, Vocabulary whose, that or an omitted relative pronoun • To indicate degrees of possibility using adverbs or modal verbs modal verb, relative pronoun, relative clause, parenthesis, • To use devices to build cohesion within a paragraph bracket, dash, cohesion, ambiguity • To link ideas across paragraphs using adverbials of time, place and number or tense choices • To use brackets, dashes or commas to indicate parenthesis • To use commas to avoid ambiguity and to clarify meaning
• To use the passive to affect the presentation of information within a sentence • To know the difference between structures typical of informal speech and structures appropriate for formal speech and writing or the use of subjunctive forms • To link ideas across paragraphs using a wider range of cohesive devices: repetition of a word or phrase, grammatical connections and ellipsis • To use layout devices – headings, subheadings, colons, bullets, tables • To use the semi-colon, colon and dash to mark the boundary between independent clauses • To use the colon to introduce a list and use of semi-colons within lists • To use bullet points to list information. To use hyphens to avoid ambiguity.
• To use the passive to affect the presentation of information within a sentence Vocabulary • To know the difference between structures typical of informal speech and subject, object, active, passive, structures appropriate for formal speech and writing or the use of subjunctive forms synonym, antonym, ellipsis, hyphen, colon, semi-colon, • To link ideas across paragraphs using a wider range of cohesive devices: repetition of a word or phrase, grammatical connections and ellipsis bullet points • To use layout devices – headings, subheadings, colons, bullets, tables • To use the semi-colon, colon and dash to mark the boundary between independent clauses • To use the colon to introduce a list and use of semi-colons within lists • To use bullet points to list information. To use hyphens to avoid ambiguity.
• Handout – lots of games and ideas for spelling • Lots of information on the website (including links to the National Curriculum for the spelling lists etc) • Using punctuation when reading – eg emphasising the pause with a comma and naming the punctuation
• Encouraging writing: cards, thank you letters, lists. • Trying spellings on the computer with spellcheck • Not being afraid to have a go - S= S=P+ P+A+C+ A+C+E • Talk, talk, talk • FUN
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