National Curriculum content:

• Persuasive writing
• Discursive writing/balanced arguments
• Formal language

English

Spoken language (Y1 to Y6)

• Articulate and justify answers, arguments and opinions; maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
• Discussing word meanings, linking new meanings to those already known (Y1)
• Identifying how language, structure, and presentation contribute to meaning (Y3/4, Y5/6)

Reading comprehension:

• Listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently (Y2)
• Discussing and clarifying the meanings of words, linking new meanings to known vocabulary (Y2)
• Participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say (Y2, Y3/4)
• Discussing words and phrases that capture the reader’s interest and imagination (Y3/4)
• Identifying main ideas drawn from more than one paragraph and summarising these (Y3/4)
• Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence (Y5/6)
• Participate 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 (Y5/6)
• Explain 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 (Y5/6)
• Provide reasoned justifications for their views (Y5/6)

Writing composition:

• Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (Y3/4)
• Read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear (Y3/4)

Write sentences by:

• Saying out loud what they are going to write about (Y1)
• Composing a sentence orally before writing it (Y1)
• Sequencing sentences to form short narratives (Y1)

Consider what they are going to write before beginning by:

• Planning or saying out loud what they are going to write about (Y2)
• Writing down ideas and/or key words, including new vocabulary (Y2)
• Encapsulating what they want to say, sentence by sentence (Y2);

Fundamental British Values
Mutual respect; democracy; individual liberty

PSHCE
Positive relationships; respecting the views of others; dealing effectively with conflict

History
Interpreting sources