Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Stage 1: Usage • Recognise and use the digraphs 'th', Stage 1: Reading
'ch', 'sh'
Phonics, Spelling and Vocabulary Pupils should:
• Identify initial and final consonant
Pupils should: • Read familiar and simple stories and
clusters (e.g. bl, cr, nd, st)
• Hear, read and write initial letter poems, and relate words said and
• Begin to learn common spellings of read
sounds
long vowel phonemes (e.g. 'ee', 'ai'
• Use knowledge of sounds to read • Read a range of common words on
'oo')
and write sight
• Extend vocabulary from reading
consonant–vowel–consonant words • Use knowledge of letter sounds to
• Know the names of letters of the Grammar and Punctuation read simple
alphabet and alphabetic order Pupils should: consonant–vowel–consonant words,
and to attempt other words
• Begin to use the terms 'consonant' • Notice how punctuation (e.g. full stop,
and 'vowel' in talking about letter question mark, speech marks) helps • Use all the information available to
sounds to mark out meaning make sense of what is read
• Use rhyme and relate this to spelling • Identify sentences in a text • Re-tell stories, with appropriate use of
patterns story language
• Know that a capital letter is used for
• Recognise common word endings 'I', for names and for the start of a • Learn and recite simple poems
such as 's', 'ed' and 'ing' sentence • Join in and extend rhymes and
• Identify separate sounds (phonemes) • Know that the end of a sentence is refrains, playing with language
within words, which may be marked with a full stop patterns
represented by more than one letter
• Practise blending phonemes for
reading, and segmenting phonemes
for spelling
2
Stage 1
4
Stage 2
• Locate words by initial letter in simple Stage 2: Writing • Write a list of instructions
dictionaries, glossaries and indexes • Recount events and experiences
Pupils should:
• Find answers to questions by reading • Make simple notes from a section of
• Form letters correctly and consistently
a section of text non-fiction text (e.g. listing key words)
• Practise handwriting patterns and the
• Find factual information from different • Record factual information, using
joining of letters
formats (e.g. charts, labelled simple non-fiction texts as a model
diagrams) • Spell accurately the common words
that can be read on sight
• Scan a page to find where Stage 2: Speaking and
information is located • Apply knowledge of phonemes and
spelling patterns in writing Listening
• Read simple fiction and non-fiction
independently Pupils should:
books independently
• Choose interesting words and • Show confidence in speaking to a
phrases (e.g. in describing people group
and places)
• Articulate clearly so that others can
• Find alternatives to and/then in hear
developing a narrative and
• Show awareness of the listener by
connecting ideas
including relevant details
• Use the language of time (e.g.
• Attempt to express ideas precisely,
suddenly, after that)
using a growing vocabulary
• Use the structures of familiar poems
• Begin to be aware of the use of more
and stories in developing own writing
formal vocabulary and tone of voice
• Structure a story with a beginning,
• Explain plans and ideas, extending
middle and end
them in the light of discussion
• Develop stories with a setting,
• Listen carefully and respond
characters and a sequence of events
appropriately, asking questions of
• Begin to use dialogue in stories others
• Write simple evaluations of books
read
5
Stage 3
Stage 3: Reading • Locate information in non-fiction texts • Write and perform poems, attending
using contents page and index to the sound of words
Pupils should:
• Consider ways that information is set • Choose and compare words to
• Read a range of story, poetry and
out (e.g. lists, charts, bullet points) strengthen the impact of writing
information books
• Read and follow instructions to carry • Write book reviews summarising
• Sustain the reading of books with
out an activity what the book is about
chapters
• Locate books by classification and • Make a record of information drawn
• Note how text is organised in
find information using IT sources from a text (e.g. by filling a chart)
paragraphs and chapters
• Write letters, notes and messages
• Read playscripts and dialogue, with
awareness of different voices Stage 3: Writing • Use IT to write, edit and present work
• Identify different types of stories and Pupils should:
typical story themes • Ensure consistency in the size and Stage 3: Speaking and
• Read and comment on different proportion of letters and the spacing Listening
books by the same author of words
Pupils should:
• Read aloud with expression to • Practise joining letters in handwriting
• Speak clearly and confidently in a
engage the listener • Build up handwriting speed, fluency range of contexts
• Practise reading and reciting poems and legibility
• Practise to improve performance
• Consider words that make an impact • Plan main points as a structure for when reading aloud
(e.g. adjectives and powerful verbs) story writing
• Adapt tone of voice and use of
• Begin to infer meanings beyond the • Develop descriptions of settings in vocabulary for different audiences
literal (e.g. about motives and stories
• Take turns in discussion, building on
character) • Write portraits of characters what others have said
• Identify the main points or gist of • Use reading as a model for writing • Listen and respond appropriately to
what has been read dialogue other views and opinions
• Understand and use the terms 'fact', • Begin to organise writing in • Listen and remember a sequence of
'fiction' and 'non-fiction' paragraphs in extended stories instructions
• Scan a passage to find specific • Write first-person accounts and
information and answer questions descriptions based on observation
• Work out what a book is about from • Write simple playscripts, based on
skimming its main features reading
7
Stage 4
Stage 4: Usage • Use all the letters in sequence for Stage 4: Reading
alphabetical ordering
Phonics, Spelling and Vocabulary Pupils should:
• Seek alternatives for overused words
Pupils should: • Extend the range of reading
and expressions
• Apply phonic/spelling, graphic, • Read further stories or poems by a
• Use more powerful verbs (e.g.
grammatical and contextual favourite writer, and compare them
'rushed' instead of 'went')
knowledge in reading unfamiliar • Explore the different processes of
words • Explore degrees of intensity in
adjectives (e.g. cold, tepid, warm, hot) reading silently and reading aloud
• Make use of known spellings and • Investigate how settings and
spelling patterns in all writing • Recognise meaning in figurative
language characters are built up from details
• Identify syllabic patterns in multi- • Understand the main stages in a
syllabic words Grammar and Punctuation story from introduction to resolution
• Match spelling to meaning when Pupils should: • Explore narrative order and the focus
words sound the same (e.g. • Re-read own writing to check on significant events
to/two/too, right/write [homophones]) punctuation and grammatical sense • Understand how expressive and
• Spell words with common letter • Investigate past, present and future descriptive language creates mood
strings but different pronunciations tenses of verbs • Explore the impact of imagery and
(e.g. tough, through, trough, plough)
• Identify adverbs and their impact on figurative language in poetry and
• Extend earlier work on prefixes and meaning prose
suffixes
• Practise using commas to mark out • Explore implicit as well as explicit
• Collect and classify words with the meaning within sentences meanings within the text
common roots (e.g. invent, prevent)
• Learn the use of the apostrophe to • Read and perform play scripts,
• Build words from other words with show possession (e.g. girl's, girls') exploring how scenes are built up
similar meanings (e.g. medical,
• Use connectives to structure an • Compare and contrast poems and
medicine)
argument (e.g. if, although) investigate poetic features
• Investigate spelling patterns;
• Identify all the punctuation marks and • Identify different types of non-fiction
generate and test rules that govern
respond to them when reading text and their features
them
• Investigate the grammar of different • Read newspaper reports and
• Check and correct spellings and
sentences: statements, questions and consider how they engage the reader
identify words that need to be
orders
learned
8
Stage 4
9
10
Stage 5
Stage 5: Writing • Map out writing to plan structure (e.g. Stage 5: Speaking and
paragraphs, sections, chapters)
Pupils should: Listening
• Records ideas, reflections and
• Review, revise and edit writing in Pupils should:
predictions about books (e.g. in a
order to improve it, using IT as • Talk confidently and listen
reading log)
appropriate purposefully in a range of contexts
• Write non-chronological reports and
• Write new scenes or characters into a • Describe events and convey opinions
explanations
story, or write from another viewpoint with increasing clarity
• Evaluate own and others' writing
• Write own versions of legends, myths • Shape and organise ideas clearly
and fables, using structures from • Draft and write letters for real
purposes when speaking
reading
• Write a commentary on an issue, • Recall and discuss important features
• Choose words and phrases carefully of a talk
to convey feeling and atmosphere setting out and justifying a personal
view • Ask questions to develop ideas and
• Use figurative language to evoke extend understanding
imaginative response
• Develop confidence in performing
• Write a playscript, including (e.g. in a play scene)
production notes to guide
• Report back to a group, using notes
performance
to present findings about a topic
• Make notes for different purposes, studied
using simple abbreviations
• Prepare and present an argument to
• Understand the use of notes in persuade others to a point of view
writing 'in your own words'
13
14
Stage 6
• Distinguish between fact and opinion Stage 6: Writing Stage 6: Speaking and
in a range of texts and other media
Pupils should: Listening
• Explore autobiography and
• Use different genres as models for Pupils should:
biography, and first and third person
writing • Vary vocabulary, expression and tone
narration
• Plan plot, characters and structure of voice to engage the listener
• Analyse how paragraphs and
effectively in writing an extended • Pay close attention in discussion to
chapters are structured and linked
story what others say
• Compare the language, style and
• Develop skills of writing biography, • Extend and follow up ideas, asking
impact of a range of non-fiction
and autobiography in role and answering questions thoughtfully
writing
• Use the styles and conventions of • Help to move group discussion
• Recognise key characteristics of non-
journalism to write reports on events forward (e.g. by clarifying,
chronological report writing
• Write non-chronological reports summarising)
• Identify features of balanced written
linked to work in other subjects • Speak confidently in formal and
arguments
• Summarise a passage, chapter or informal contexts
text in a given number of words • Prepare, practise and improve a
• Argue a case in writing, developing spoken presentation or performance
points logically and convincingly • Use spoken language well to
• Write a balanced report of a persuade, instruct or make a case
controversial issue (e.g. in a debate)
• Select appropriate non-fiction style • Reflect on variations in speech, and
and form to suit specific purposes appropriate use of standard English
• Use paragraphs, sequencing and
linking them appropriately, in fiction
and non-fiction writing
• Use IT effectively to prepare and
present writing for publication
16
University of Cambridge International Examinations
1 Hills Road, Cambridge, CB1 2EU, UK
Tel: +44 1223 553554 Fax: +44 1223 553558 Email: international@ucles.org.uk Website: www.cie.org.uk
© University of Cambridge International Examinations 2005
PBCIPP ENG 01 05