English: making links with the Computing curriculum (based on Somerset model)
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335186/PRIMARY_national_curriculum_-_English_220714.pdf
Year 1 and Year 2 / Year 3 and Year 4 / Year 5 and Year 6Spoken Language / Spoken language is supported and developed through different threads within the Computing curriculum:
· Pupils will ask relevant questions to extend their understanding and knowledge of technology as highlighted in ‘Technology in our lives’ thread.
· Pupils will articulate and justify answers, arguments and opinions as they discuss their use of technology and seek to understand ways to stay safe through the e-Safety thread.
· Pupils will give well-structured descriptions, explanations and narratives for different purposes through activities within the programming and multimedia threads.
· Pupils will maintain attention and participate actively in collaborative conversations together with using spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas; through activities within the programming, handling data and multimedia threads.
· Pupils will speak audibly and fluently as they become creative in their use of multimedia resources.
· Pupils will participate in discussions, presentations, performances, role play, improvisations and debates, together with needing to consider and evaluate different viewpoints; as they develop skills and understanding through the e-Safety thread.
· Pupils will develop awareness of selecting and using appropriate registers for effective communication as they use sound recording as part of multimedia thread.
Year 1 and Year 2 / Year 3 and Year 4 / Year 5 and Year 6
Reading - word reading / Pattern recognition and decomposition are used to apply phonic knowledge and skills as the route to decode words. This supports the recognition of alternative sounds for graphemes. / Algorithms are used to apply knowledge of root words, prefixes and suffixes. / Pattern recognition and decomposition are used to apply growing knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of new words they meet.
Sound recording as part of multimedia will support pupils to read with appropriate intonation.
Reading - comprehension / Multimedia experiences are used to support the development of pleasure in reading, motivation to read and extending vocabulary and understanding.
Abstraction and generalisation are used in the understanding of books read and in explaining clearly their understanding of what is read to them. / Abstraction and generalisation support the identification of themes and conventions in a wide range of books.
Multimedia is used to prepare and perform poems and plays.
Abstraction is used to identify main ideas and summarise these. / The use of appropriate web sites extend the width and frequency of reading, outside as well as in school, maintaining positive attitudes to reading and understanding of what they read.
Multimedia is used to prepare and perform poems and plays, allowing pupils to evaluate intonation, tone and volume and clarity of meaning to an audience.
Abstraction is used to understand what they read and to discuss and evaluate how authors have used language.
Search engines are used effectively to retrieve information from non-fiction. It is recorded and presented using a variety of multimedia.
Pupils distinguish between statements of fact and opinion as they evaluate digital content.
Year 1 and Year 2 / Year 3 and Year 4 / Year 5 and Year 6
Writing - transcription / Pattern recognition is used in the spelling of words including the addition of prefixes and suffixes, words with contracted forms, the use of the possessive apostrophe and the distinguishing between homophones and near-homophones.
Use of a keyboard is used to reinforce letter recognition and spelling. / Pattern recognition supports spelling which is reinforced through the use of a keyboard. / Pattern recognition supports pupils to spell words they have not yet been taught.
On-line dictionaries used to check the spelling and meaning of words.
On-line thesaurus used.
Writing - composition / Algorithms are used in the sequencing of sentences and the planning of what they want to write about.
At year two writing for different purposes includes contributing to a blog.
Writing about real events and writing poetry is developed and presented through different multimedia devices.
Greenscreening is used to provide opportunities for pupils to develop and order their ideas through playing roles and improvising scenes in various settings. / A class blog enables pupils to write for real purposes and audiences.
The reading and writing of blog posts supports evaluation and editing as pupils assess the effectiveness of their own and others’ writing.
Decomposition is used to learn from the structure, vocabulary and grammar of writing similar to that which they are planning to write.
Algorithms are used when using simple organisational devices. / Communication and collaboration opportunities on line are used to reflect understanding of the audience and purpose of their writing.
Year 1 and Year 2 / Year 3 and Year 4 / Year 5 and Year 6
Writing – vocabulary, grammar and punctuation / Algorithms support the development of pupils’ confidence to punctuate sentences appropriately.
Pattern recognition is used to reinforce the use of capital letters and grammar. / Decomposition is used to analyse sentence construction including the recognition of a clause, conjunctions, adverbs and prepositions.
Programming challenges are used to develop confidence in using and punctuating direct speech. / Decomposition, pattern recognition and algorithms are used to develop understanding of the concepts of grammar and punctuation.
Opportunities for use of keyboard to input writing emphasises and makes fluent the use of grammatical and other features such as commas, hyphens, brackets, bullet points, colons and semi-colons.
Handwriting and presentation / Algorithms are used to support the practise of forming letters and digits. / Algorithms are used to support the development of the use of diagonal and horizontal strokes that are needed to join letters and understanding of which letters, when adjacent to one another, are best left unjoined. / Pupils select, use and combine a variety of software (including internet services) as part of choosing the writing implement best suited for a task.
Examples of technology tools to support English
Free online / Blog, Email (Gmail in Google apps for Education or RMEasymail)
Ideas / shared thinking: Padlet http://padlet.com, Primary Wall http://primarywall.com, Thinglink (KS2)
Shared documents: Primary Pad http://primarypad.com, Google docs, Office 365
Examples of technology tools to support English
Subscription online / PurpleMash online documents and templates (also appropriate for KS2)
J2e online documents and ‘desktop publishing’ (which can be sent directly to blog)
Examples of technology tools to support English
Apps (A=Android+ iPad) / Pic collage (A), Puppet Pals, Sock Puppets, Morfo Booth (£0.69), QR reader (A), Green Screen by Do Ink (£1.99), Comic Life (£2.99), Comic Strip IT (A), Thinglink (KS2), iMovie (KS2 £2.99), Aurasma (A) See also iPad Apps and Android Apps for teaching and learning
Examples of technology tools to support English
Software / 2Simple Infant Video Toolkit
Hyperlinks to websites in Textease, Word, PDF or Smartnotebook / Textease Studio, Microsoft office – Word, PowerPoint
ZU3D (animation and green screen), BackDrop TV (green screen)
lead ▪ learn ▪ protect ▪ engage www.somersetelim.org