📖 English – Key Stage 2

Years 3-6

Official GOV.UK source

Topics

Spoken Language12 objectives + 4 guidance

Pupils should be taught to:

EN-KS2-SL-01listen and respond appropriately to adults and their peers
EN-KS2-SL-02ask relevant questions to extend their understanding and knowledge
EN-KS2-SL-03use relevant strategies to build their vocabulary
EN-KS2-SL-04articulate and justify answers, arguments and opinions
EN-KS2-SL-05give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
EN-KS2-SL-06maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
EN-KS2-SL-07use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
EN-KS2-SL-08speak audibly and fluently with an increasing command of Standard English
EN-KS2-SL-09participate in discussions, presentations, performances, role play/improvisations and debates
EN-KS2-SL-10gain, maintain and monitor the interest of the listener(s)
EN-KS2-SL-11consider and evaluate different viewpoints, attending to and building on the contributions of others
EN-KS2-SL-12select and use appropriate registers for effective communication

Teaching guidance (non-statutory)

EN-KS2-SL-13These statements apply to all years. The content should be taught at a level appropriate to the age of the pupils. Pupils should build on the oral language skills that have been taught in preceding years.
EN-KS2-SL-14Pupils should be taught to develop their competence in spoken language and listening to enhance the effectiveness of their communication across a range of contexts and to a range of audiences. They should therefore have opportunities to work in groups of different sizes - in pairs, small groups, large groups and as a whole class. Pupils should understand how to take turns and when and how to participate constructively in conversations and debates.
EN-KS2-SL-15Teachers should also pay attention to increasing pupils' vocabulary, ranging from describing their immediate world and feelings to developing a broader, deeper and richer vocabulary to discuss abstract concepts and a wider range of topics, and enhancing their knowledge about language as a whole.
EN-KS2-SL-16Pupils should receive constructive feedback on their spoken language and listening, not only to improve their knowledge and skills but also to establish secure foundations for effective spoken language in their studies at primary school, helping them to achieve in secondary education and beyond.

Years 3-4 (Lower KS2)

Reading - Word Reading2 objectives + 2 guidance

Pupils should be taught to:

EN-KS2-Y34-RW-01apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in English appendix 1, both to read aloud and to understand the meaning of new words they meet
EN-KS2-Y34-RW-02read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word

Teaching guidance (non-statutory)

EN-KS2-Y34-RW-03At this stage, teaching comprehension should be taking precedence over teaching word reading directly. Any focus on word reading should support the development of vocabulary.
EN-KS2-Y34-RW-04When pupils are taught to read longer words, they should be supported to test out different pronunciations. They will attempt to match what they decode to words they may have already heard but may not have seen in print.

Reading - Comprehension16 objectives + 8 guidance

Pupils should be taught to:

EN-KS2-Y34-RC-01develop positive attitudes to reading, and an understanding of what they read, by: listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
EN-KS2-Y34-RC-02develop positive attitudes to reading, and an understanding of what they read, by: reading books that are structured in different ways and reading for a range of purposes
EN-KS2-Y34-RC-03develop positive attitudes to reading, and an understanding of what they read, by: using dictionaries to check the meaning of words that they have read
EN-KS2-Y34-RC-04develop positive attitudes to reading, and an understanding of what they read, by: increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally
EN-KS2-Y34-RC-05develop positive attitudes to reading, and an understanding of what they read, by: identifying themes and conventions in a wide range of books
EN-KS2-Y34-RC-06develop positive attitudes to reading, and an understanding of what they read, by: preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
EN-KS2-Y34-RC-07develop positive attitudes to reading, and an understanding of what they read, by: discussing words and phrases that capture the reader's interest and imagination
EN-KS2-Y34-RC-08develop positive attitudes to reading, and an understanding of what they read, by: recognising some different forms of poetry [for example, free verse, narrative poetry]
EN-KS2-Y34-RC-09understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding, and explaining the meaning of words in context
EN-KS2-Y34-RC-10understand what they read, in books they can read independently, by: asking questions to improve their understanding of a text
EN-KS2-Y34-RC-11understand what they read, in books they can read independently, by: drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence
EN-KS2-Y34-RC-12understand what they read, in books they can read independently, by: predicting what might happen from details stated and implied
EN-KS2-Y34-RC-13understand what they read, in books they can read independently, by: identifying main ideas drawn from more than 1 paragraph and summarising these
EN-KS2-Y34-RC-14understand what they read, in books they can read independently, by: identifying how language, structure, and presentation contribute to meaning
EN-KS2-Y34-RC-15retrieve and record information from non-fiction
EN-KS2-Y34-RC-16participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say

Teaching guidance (non-statutory)

EN-KS2-Y34-RC-17The focus should continue to be on pupils' comprehension as a primary element in reading. The knowledge and skills that pupils need in order to comprehend are very similar at different ages. This is why the programmes of study for comprehension in years 3 and 4 and years 5 and 6 are similar: the complexity of the writing increases the level of challenge.
EN-KS2-Y34-RC-18Pupils should be taught to recognise themes in what they read, such as the triumph of good over evil or the use of magical devices in fairy stories and folk tales.
EN-KS2-Y34-RC-19They should also learn the conventions of different types of writing (for example, the greeting in letters, a diary written in the first person or the use of presentational devices such as numbering and headings in instructions).
EN-KS2-Y34-RC-20Pupils should be taught to use the skills they have learnt earlier and continue to apply these skills to read for different reasons, including for pleasure, or to find out information and the meaning of new words.
EN-KS2-Y34-RC-21Pupils should continue to have opportunities to listen frequently to stories, poems, non-fiction and other writing, including whole books and not just extracts, so that they build on what was taught previously. In this way, they also meet books and authors that they might not choose themselves. Pupils should also have opportunities to exercise choice in selecting books and be taught how to do so, with teachers making use of any library services and expertise to support this.
EN-KS2-Y34-RC-22Reading, re-reading, and rehearsing poems and plays for presentation and performance give pupils opportunities to discuss language, including vocabulary, extending their interest in the meaning and origin of words. Pupils should be encouraged to use drama approaches to understand how to perform plays and poems to support their understanding of the meaning. These activities also provide them with an incentive to find out what expression is required, so feeding into comprehension.
EN-KS2-Y34-RC-23In using non-fiction, pupils should know what information they need to look for before they begin and be clear about the task. They should be shown how to use contents pages and indexes to locate information.
EN-KS2-Y34-RC-24Pupils should have guidance about the kinds of explanations and questions that are expected from them. They should help to develop, agree on, and evaluate rules for effective discussion. The expectation should be that all pupils take part.

Writing - Transcription (Spelling)6 objectives + 3 guidance

Pupils should be taught to:

EN-KS2-Y34-WT-01use further prefixes and suffixes and understand how to add them - see English appendix 1
EN-KS2-Y34-WT-02spell further homophones
EN-KS2-Y34-WT-03spell words that are often misspelt - see English appendix 1
EN-KS2-Y34-WT-04place the possessive apostrophe accurately in words with regular plurals [for example, girls', boys'] and in words with irregular plurals [for example, children's]
EN-KS2-Y34-WT-05use the first 2 or 3 letters of a word to check its spelling in a dictionary
EN-KS2-Y34-WT-06write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far

Teaching guidance (non-statutory)

EN-KS2-Y34-WT-07Pupils should learn to spell new words correctly and have plenty of practice in spelling them.
EN-KS2-Y34-WT-08As in years 1 and 2, pupils should continue to be supported in understanding and applying the concepts of word structure - see English appendix 2.
EN-KS2-Y34-WT-09Pupils need sufficient knowledge of spelling in order to use dictionaries efficiently.

Writing - Handwriting2 objectives + 1 guidance

Pupils should be taught to:

EN-KS2-Y34-WH-01use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
EN-KS2-Y34-WH-02increase the legibility, consistency and quality of their handwriting, [for example, by ensuring that the downstrokes of letters are parallel and equidistant, and that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch]

Teaching guidance (non-statutory)

EN-KS2-Y34-WH-03Pupils should be using joined handwriting throughout their independent writing. Handwriting should continue to be taught, with the aim of increasing the fluency with which pupils are able to write down what they want to say. This, in turn, will support their composition and spelling.

Writing - Composition10 objectives + 2 guidance

Pupils should be taught to:

EN-KS2-Y34-WC-01plan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
EN-KS2-Y34-WC-02plan their writing by: discussing and recording ideas
EN-KS2-Y34-WC-03draft and write by: composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English appendix 2)
EN-KS2-Y34-WC-04draft and write by: organising paragraphs around a theme
EN-KS2-Y34-WC-05draft and write by: in narratives, creating settings, characters and plot
EN-KS2-Y34-WC-06draft and write by: in non-narrative material, using simple organisational devices [for example, headings and sub-headings]
EN-KS2-Y34-WC-07evaluate and edit by: assessing the effectiveness of their own and others' writing and suggesting improvements
EN-KS2-Y34-WC-08evaluate and edit by: proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences
EN-KS2-Y34-WC-09proofread for spelling and punctuation errors
EN-KS2-Y34-WC-10read their own writing aloud to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear

Teaching guidance (non-statutory)

EN-KS2-Y34-WC-11Pupils should continue to have opportunities to write for a range of real purposes and audiences as part of their work across the curriculum. These purposes and audiences should underpin the decisions about the form the writing should take, such as a narrative, an explanation or a description.
EN-KS2-Y34-WC-12Pupils should understand, through being shown these, the skills and processes that are essential for writing: that is, thinking aloud to explore and collect ideas, drafting, and rereading to check that the meaning is clear, including doing so as the writing develops. Pupils should be taught to monitor whether their own writing makes sense in the same way that they monitor their reading, checking at different levels.

Writing - Vocabulary, Grammar and Punctuation10 objectives + 2 guidance

Pupils should be taught to:

EN-KS2-Y34-VGP-01develop their understanding of the concepts set out in English appendix 2 by: extending the range of sentences with more than one clause by using a wider range of conjunctions, including: when, if, because, although
EN-KS2-Y34-VGP-02develop their understanding of the concepts set out in English appendix 2 by: using the present perfect form of verbs in contrast to the past tense
EN-KS2-Y34-VGP-03develop their understanding of the concepts set out in English appendix 2 by: choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition
EN-KS2-Y34-VGP-04develop their understanding of the concepts set out in English appendix 2 by: using conjunctions, adverbs and prepositions to express time and cause
EN-KS2-Y34-VGP-05develop their understanding of the concepts set out in English appendix 2 by: using fronted adverbials
EN-KS2-Y34-VGP-06develop their understanding of the concepts set out in English appendix 2 by: learning the grammar for years 3 and 4 in English appendix 2
EN-KS2-Y34-VGP-07indicate grammatical and other features by: using commas after fronted adverbials
EN-KS2-Y34-VGP-08indicate grammatical and other features by: indicating possession by using the possessive apostrophe with plural nouns
EN-KS2-Y34-VGP-09indicate grammatical and other features by: using and punctuating direct speech
EN-KS2-Y34-VGP-10use and understand the grammatical terminology in English appendix 2 accurately and appropriately when discussing their writing and reading

Teaching guidance (non-statutory)

EN-KS2-Y34-VGP-11Grammar should be taught explicitly: pupils should be taught the terminology and concepts set out in English appendix 2, and be able to apply them correctly to examples of real language, such as their own writing or books that they have read.
EN-KS2-Y34-VGP-12At this stage, pupils should start to learn about some of the differences between Standard English and non-Standard English and begin to apply what they have learnt, for example, in writing dialogue for characters.

Appendix 1: Spelling18 objectives

Pupils should be taught to:

EN-APP1-Y34-00-01Adding suffixes beginning with vowel letters to words of more than one syllable
EN-APP1-Y34-00-02The /ɪ/ sound spelt y elsewhere than at the end of words
EN-APP1-Y34-00-03The /ʌ/ sound spelt ou
EN-APP1-Y34-00-04More prefixes: dis-, mis-, in- (including il-, im-, ir-), re-, sub-, inter-, super-, anti-, auto-
EN-APP1-Y34-00-05The suffix -ation
EN-APP1-Y34-00-06The suffix -ly
EN-APP1-Y34-00-07Words with endings sounding like /ʒə/ or /tʃə/
EN-APP1-Y34-00-08Endings which sound like /ʒən/
EN-APP1-Y34-00-09The suffix -ous
EN-APP1-Y34-00-10Endings which sound like /ʃən/, spelt -tion, -sion, -ssion, -cian
EN-APP1-Y34-00-11Words with the /k/ sound spelt ch (Greek in origin)
EN-APP1-Y34-00-12Words with the /ʃ/ sound spelt ch (mostly French in origin)
EN-APP1-Y34-00-13Words ending with the /g/ sound spelt -gue and the /k/ sound spelt -que (French in origin)
EN-APP1-Y34-00-14Words with the /s/ sound spelt sc (Latin in origin)
EN-APP1-Y34-00-15Words with the /eɪ/ sound spelt ei, eigh, or ey
EN-APP1-Y34-00-16Possessive apostrophe with plural words
EN-APP1-Y34-00-17Homophones and near-homophones
EN-APP1-Y34-00-18Word list - years 3 and 4 (statutory)

Appendix 2: Vocabulary, Grammar and Punctuation - Year 39 objectives

Pupils should be taught to:

EN-APP2-Y3-00-01Formation of nouns using a range of prefixes [for example super-, anti-, auto-]
EN-APP2-Y3-00-02Use of the forms a or an according to whether the next word begins with a consonant or a vowel [for example, a rock, an open box]
EN-APP2-Y3-00-03Word families based on common words, showing how words are related in form and meaning [for example, solve, solution, solver, dissolve, insoluble]
EN-APP2-Y3-00-04Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of]
EN-APP2-Y3-00-05Introduction to paragraphs as a way to group related material
EN-APP2-Y3-00-06Headings and sub-headings to aid presentation
EN-APP2-Y3-00-07Use of the present perfect form of verbs instead of the simple past [for example, He has gone out to play contrasted with He went out to play]
EN-APP2-Y3-00-08Introduction to inverted commas to punctuate direct speech
EN-APP2-Y3-00-09Terminology for pupils: preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted commas (or 'speech marks')

Appendix 2: Vocabulary, Grammar and Punctuation - Year 410 objectives

Pupils should be taught to:

EN-APP2-Y4-00-01The grammatical difference between plural and possessive -s
EN-APP2-Y4-00-02Standard English forms for verb inflections instead of local spoken forms [for example, we were instead of we was, or I did instead of I done]
EN-APP2-Y4-00-03Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (e.g. the teacher expanded to: the strict maths teacher with curly hair)
EN-APP2-Y4-00-04Fronted adverbials [for example, Later that day, I heard the bad news.]
EN-APP2-Y4-00-05Use of paragraphs to organise ideas around a theme
EN-APP2-Y4-00-06Appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition
EN-APP2-Y4-00-07Use of inverted commas and other punctuation to indicate direct speech [for example, a comma after the reporting clause; end punctuation within inverted commas: The conductor shouted, "Sit down!"]
EN-APP2-Y4-00-08Apostrophes to mark plural possession [for example, the girl's name, the girls' names]
EN-APP2-Y4-00-09Use of commas after fronted adverbials
EN-APP2-Y4-00-10Terminology for pupils: determiner, pronoun, possessive pronoun, adverbial

Years 5-6 (Upper KS2)

Reading - Word Reading1 objective + 3 guidance

Pupils should be taught to:

EN-KS2-Y56-RW-01apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English appendix 1, both to read aloud and to understand the meaning of new words that they meet

Teaching guidance (non-statutory)

EN-KS2-Y56-RW-02At this stage, there should be no need for further direct teaching of word-reading skills for almost all pupils. If pupils are struggling or failing in this, the reasons for this should be investigated. It is imperative that pupils are taught to read during their last two years at primary school if they enter year 5 not being able to do so.
EN-KS2-Y56-RW-03Pupils should be encouraged to work out any unfamiliar word. They should focus on all the letters in a word so that they do not, for example, read 'invitation' for 'imitation' simply because they might be more familiar with the first word. Accurate reading of individual words, which might be key to the meaning of a sentence or paragraph, improves comprehension.
EN-KS2-Y56-RW-04When teachers are reading with or to pupils, attention should be paid to new vocabulary - both a word's meaning(s) and its correct pronunciation.

Reading - Comprehension20 objectives + 9 guidance

Pupils should be taught to:

EN-KS2-Y56-RC-01maintain positive attitudes to reading and an understanding of what they read by: continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
EN-KS2-Y56-RC-02maintain positive attitudes to reading and an understanding of what they read by: reading books that are structured in different ways and reading for a range of purposes
EN-KS2-Y56-RC-03maintain positive attitudes to reading and an understanding of what they read by: increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions
EN-KS2-Y56-RC-04maintain positive attitudes to reading and an understanding of what they read by: recommending books that they have read to their peers, giving reasons for their choices
EN-KS2-Y56-RC-05maintain positive attitudes to reading and an understanding of what they read by: identifying and discussing themes and conventions in and across a wide range of writing
EN-KS2-Y56-RC-06maintain positive attitudes to reading and an understanding of what they read by: making comparisons within and across books
EN-KS2-Y56-RC-07maintain positive attitudes to reading and an understanding of what they read by: learning a wider range of poetry by heart
EN-KS2-Y56-RC-08maintain positive attitudes to reading and an understanding of what they read by: preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience
EN-KS2-Y56-RC-09understand what they read by: checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
EN-KS2-Y56-RC-10understand what they read by: asking questions to improve their understanding
EN-KS2-Y56-RC-11understand what they read by: drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence
EN-KS2-Y56-RC-12understand what they read by: predicting what might happen from details stated and implied
EN-KS2-Y56-RC-13understand what they read by: summarising the main ideas drawn from more than 1 paragraph, identifying key details that support the main ideas
EN-KS2-Y56-RC-14understand what they read by: identifying how language, structure and presentation contribute to meaning
EN-KS2-Y56-RC-15discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
EN-KS2-Y56-RC-16distinguish between statements of fact and opinion
EN-KS2-Y56-RC-17retrieve, record and present information from non-fiction
EN-KS2-Y56-RC-18participate in discussions about books that are read to them and those they can read for themselves, building on their own and others' ideas and challenging views courteously
EN-KS2-Y56-RC-19explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary
EN-KS2-Y56-RC-20provide reasoned justifications for their views

Teaching guidance (non-statutory)

EN-KS2-Y56-RC-21Even though pupils can now read independently, reading aloud to them should include whole books so that they meet books and authors that they might not choose to read themselves.
EN-KS2-Y56-RC-22The knowledge and skills that pupils need in order to comprehend are very similar at different ages. Pupils should continue to apply what they have already learnt to more complex writing.
EN-KS2-Y56-RC-23Pupils should be taught to recognise themes in what they read, such as loss or heroism. They should have opportunities to compare characters, consider different accounts of the same event and discuss viewpoints (both of authors and of fictional characters), within a text and across more than 1 text.
EN-KS2-Y56-RC-24They should continue to learn the conventions of different types of writing, such as the use of the first person in writing diaries and autobiographies.
EN-KS2-Y56-RC-25Pupils should be taught the technical and other terms needed for discussing what they hear and read, such as metaphor, simile, analogy, imagery, style and effect.
EN-KS2-Y56-RC-26In using reference books, pupils need to know what information they need to look for before they begin and need to understand the task. They should be shown how to use contents pages and indexes to locate information.
EN-KS2-Y56-RC-27The skills of information retrieval that are taught should be applied, for example in reading history, geography and science textbooks, and in contexts where pupils are genuinely motivated to find out information [for example, reading information leaflets before a gallery or museum visit or reading a theatre programme or review]. Teachers should consider making use of any library services and expertise to support this.
EN-KS2-Y56-RC-28Pupils should have guidance about and feedback on the quality of their explanations and contributions to discussions.
EN-KS2-Y56-RC-29Pupils should be shown how to compare characters, settings, themes and other aspects of what they read.

Writing - Transcription (Spelling)7 objectives + 1 guidance

Pupils should be taught to:

EN-KS2-Y56-WT-01use further prefixes and suffixes and understand the guidance for adding them
EN-KS2-Y56-WT-02spell some words with 'silent' letters [for example, knight, psalm, solemn]
EN-KS2-Y56-WT-03continue to distinguish between homophones and other words which are often confused
EN-KS2-Y56-WT-04use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English appendix 1
EN-KS2-Y56-WT-05use dictionaries to check the spelling and meaning of words
EN-KS2-Y56-WT-06use the first 3 or 4 letters of a word to check spelling, meaning or both of these in a dictionary
EN-KS2-Y56-WT-07use a thesaurus

Teaching guidance (non-statutory)

EN-KS2-Y56-WT-08As in earlier years, pupils should continue to be taught to understand and apply the concepts of word structure so that they can draw on their knowledge of morphology and etymology to spell correctly.

Writing - Handwriting and Presentation2 objectives + 1 guidance

Pupils should be taught to:

EN-KS2-Y56-WH-01write legibly, fluently and with increasing speed by: choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters
EN-KS2-Y56-WH-02write legibly, fluently and with increasing speed by: choosing the writing implement that is best suited for a task

Teaching guidance (non-statutory)

EN-KS2-Y56-WH-03Pupils should continue to practise handwriting and be encouraged to increase the speed of it, so that problems with forming letters do not get in the way of their writing down what they want to say. They should be clear about what standard of handwriting is appropriate for a particular task, for example, quick notes or a final handwritten version. They should also be taught to use an unjoined style, for example, for labelling a diagram or data, writing an email address, or for algebra, and capital letters, for example, for filling in a form.

Writing - Composition14 objectives + 1 guidance

Pupils should be taught to:

EN-KS2-Y56-WC-01plan their writing by: identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
EN-KS2-Y56-WC-02plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary
EN-KS2-Y56-WC-03plan their writing by: in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed
EN-KS2-Y56-WC-04draft and write by: selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
EN-KS2-Y56-WC-05draft and write by: in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action
EN-KS2-Y56-WC-06draft and write by: precising longer passages
EN-KS2-Y56-WC-07draft and write by: using a wide range of devices to build cohesion within and across paragraphs
EN-KS2-Y56-WC-08draft and write by: using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]
EN-KS2-Y56-WC-09evaluate and edit by: assessing the effectiveness of their own and others' writing
EN-KS2-Y56-WC-10evaluate and edit by: proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
EN-KS2-Y56-WC-11evaluate and edit by: ensuring the consistent and correct use of tense throughout a piece of writing
EN-KS2-Y56-WC-12evaluate and edit by: ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register
EN-KS2-Y56-WC-13proofread for spelling and punctuation errors
EN-KS2-Y56-WC-14perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear

Teaching guidance (non-statutory)

EN-KS2-Y56-WC-15Pupils should understand, through being shown, the skills and processes essential for writing: that is, thinking aloud to generate ideas, drafting, and rereading to check that the meaning is clear.

Writing - Vocabulary, Grammar and Punctuation14 objectives + 1 guidance

Pupils should be taught to:

EN-KS2-Y56-VGP-01develop their understanding of the concepts set out in English appendix 2 by: recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms
EN-KS2-Y56-VGP-02develop their understanding of the concepts set out in English appendix 2 by: using passive verbs to affect the presentation of information in a sentence
EN-KS2-Y56-VGP-03develop their understanding of the concepts set out in English appendix 2 by: using the perfect form of verbs to mark relationships of time and cause
EN-KS2-Y56-VGP-04develop their understanding of the concepts set out in English appendix 2 by: using expanded noun phrases to convey complicated information concisely
EN-KS2-Y56-VGP-05develop their understanding of the concepts set out in English appendix 2 by: using modal verbs or adverbs to indicate degrees of possibility
EN-KS2-Y56-VGP-06develop their understanding of the concepts set out in English appendix 2 by: using relative clauses beginning with who, which, where, when, whose, that or with an implied (ie omitted) relative pronoun
EN-KS2-Y56-VGP-07develop their understanding of the concepts set out in English appendix 2 by: learning the grammar for years 5 and 6 in English appendix 2
EN-KS2-Y56-VGP-08indicate grammatical and other features by: using commas to clarify meaning or avoid ambiguity in writing
EN-KS2-Y56-VGP-09indicate grammatical and other features by: using hyphens to avoid ambiguity
EN-KS2-Y56-VGP-10indicate grammatical and other features by: using brackets, dashes or commas to indicate parenthesis
EN-KS2-Y56-VGP-11indicate grammatical and other features by: using semicolons, colons or dashes to mark boundaries between independent clauses
EN-KS2-Y56-VGP-12indicate grammatical and other features by: using a colon to introduce a list
EN-KS2-Y56-VGP-13indicate grammatical and other features by: punctuating bullet points consistently
EN-KS2-Y56-VGP-14use and understand the grammatical terminology in English appendix 2 accurately and appropriately in discussing their writing and reading

Teaching guidance (non-statutory)

EN-KS2-Y56-VGP-15Pupils should continue to add to their knowledge of linguistic terms, including those to describe grammar, so that they can discuss their writing and reading.

Appendix 1: Spelling11 objectives

Pupils should be taught to:

EN-APP1-Y56-00-01Endings which sound like /ʃəs/ spelt -cious or -tious
EN-APP1-Y56-00-02Endings which sound like /ʃəl/
EN-APP1-Y56-00-03Words ending in -ant, -ance/-ancy, -ent, -ence/-ency
EN-APP1-Y56-00-04Words ending in -able and -ible; Words ending in -ably and -ibly
EN-APP1-Y56-00-05Adding suffixes beginning with vowel letters to words ending in -fer
EN-APP1-Y56-00-06Use of the hyphen
EN-APP1-Y56-00-07Words with the /iː/ sound spelt ei after c
EN-APP1-Y56-00-08Words containing the letter-string ough
EN-APP1-Y56-00-09Words with 'silent' letters (i.e. letters whose presence cannot be predicted from the pronunciation of the word)
EN-APP1-Y56-00-10Homophones and other words that are often confused
EN-APP1-Y56-00-11Word list - years 5 and 6 (statutory)

Appendix 2: Vocabulary, Grammar and Punctuation - Year 59 objectives

Pupils should be taught to:

EN-APP2-Y5-00-01Converting nouns or adjectives into verbs using suffixes [for example, -ate; -ise; -ify]
EN-APP2-Y5-00-02Verb prefixes [for example, dis-, de-, mis-, over- and re-]
EN-APP2-Y5-00-03Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun
EN-APP2-Y5-00-04Indicating degrees of possibility using adverbs [for example, perhaps, surely] or modal verbs [for example, might, should, will, must]
EN-APP2-Y5-00-05Devices to build cohesion within a paragraph [for example, then, after that, this, firstly]
EN-APP2-Y5-00-06Linking ideas across paragraphs using adverbials of time [for example, later], place [for example, nearby] and number [for example, secondly] or tense choices [for example, he had seen her before]
EN-APP2-Y5-00-07Brackets, dashes or commas to indicate parenthesis
EN-APP2-Y5-00-08Use of commas to clarify meaning or avoid ambiguity
EN-APP2-Y5-00-09Terminology for pupils: modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity

Appendix 2: Vocabulary, Grammar and Punctuation - Year 611 objectives

Pupils should be taught to:

EN-APP2-Y6-00-01The difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing [for example, find out - discover; ask for - request; go in - enter]
EN-APP2-Y6-00-02How words are related by meaning as synonyms and antonyms [for example, big, large, little]
EN-APP2-Y6-00-03Use of the passive to affect the presentation of information in a sentence [for example, I broke the window in the greenhouse versus The window in the greenhouse was broken (by me)]
EN-APP2-Y6-00-04The difference between structures typical of informal speech and structures appropriate for formal speech and writing [for example, the use of question tags: He's your friend, isn't he?, or the use of subjunctive forms such as If I were or Were they to come in some very formal writing and speech]
EN-APP2-Y6-00-05Linking ideas across paragraphs using a wider range of cohesive devices: repetition of a word or phrase, grammatical connections [for example, the use of adverbials such as on the other hand, in contrast, or as a consequence], and ellipsis
EN-APP2-Y6-00-06Layout devices [for example, headings, sub-headings, columns, bullets, or tables, to structure text]
EN-APP2-Y6-00-07Use of the semi-colon, colon and dash to mark the boundary between independent clauses [for example, It's raining; I'm fed up]
EN-APP2-Y6-00-08Use of the colon to introduce a list and use of semi-colons within lists
EN-APP2-Y6-00-09Punctuation of bullet points to list information
EN-APP2-Y6-00-10How hyphens can be used to avoid ambiguity [for example, man eating shark versus man-eating shark, or recover versus re-cover]
EN-APP2-Y6-00-11Terminology for pupils: subject, object, active, passive, synonym, antonym, ellipsis, hyphen, colon, semi-colon, bullet points

Practise English with free games

These games are aligned to the English national curriculum objectives above.

Spelling Bee

Spelling

Word Builder

Spelling & Vocabulary

Sentence Doctor

Grammar & Punctuation

Grammar Goblins

Grammar & Punctuation

Reading Detective

Reading Comprehension

Story Snap

Reading Comprehension

Content sourced from the English programmes of study, Department for Education, published September 2013. Crown copyright. Each objective carries a reference code (e.g. EN-KS2-...) for identification. Verify any objective by searching the GOV.UK source page linked above. Last verified against GOV.UK: April 2026. About this data