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                Our Writing Targets


I can write narratives about personal experiences and those of others, both real and fictional.

I can write for different purposes, including real events.

I can plan and discuss the content of writing and record my ideas.

I am able to orally rehearse structured sentences or sequences of sentences.

I can evaluate my own writing independently, with friends and with an adult.

I can proof-read to check for errors in spellings, grammar and punctuation.

Grammar and Punctuation Sentence structure

1 can use subordination and co-ordination.

I can use expanded noun phrases.

I can say how the grammatical patterns in a sentence indicate its function.

Text structure

I consistently use the present tense and past tense correctly.

I can use the progressive forms of verbs in the present and past tense.


I use capital letters for names of people, places, day of the week and the personal pronoun ‘I’.

I correctly use question marks and exclamation marks.

I can use commas to separate items in a list.

I can use apostrophes to show where letters are missing and to mark singular possession in nouns.


As part of our curriculum we learn about The Great Fire of London. We have written newspaper reports about the fire.

Our Reading Targets

Reading - word reading

Pupils should be taught to:

  • continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent
  • read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes
  • read accurately words of two or more syllables that contain the same graphemes as above
  • read words containing common suffixes
  • read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
  • read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered
  • read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation
  • reread these books to build up their fluency and confidence in word reading


Reading - comprehension

Pupils should be taught to:

  • develop pleasure in reading, motivation to read, vocabulary and understanding by:
    • 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
    • discussing the sequence of events in books and how items of information are related
    • becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales
    • being introduced to non-fiction books that are structured in different ways
    • recognising simple recurring literary language in stories and poetry
    • discussing and clarifying the meanings of words, linking new meanings to known vocabulary
    • discussing their favourite words and phrases
    • continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear
  • understand both the books that they can already read accurately and fluently and those that they listen to by:
    • drawing on what they already know or on background information and vocabulary provided by the teacher
    • checking that the text makes sense to them as they read, and correcting inaccurate reading
    • making inferences on the basis of what is being said and done
    • answering and asking questions
    • predicting what might happen on the basis of what has been read so far
  • 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
  • explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves