St Matthew's C of E

Primary School

Work TogetherAim HighShine Bright




Through our teaching of English at St Matthew’s, we aim to teach and develop the skills, knowledge and understanding our children will need in order to become confident and competent in exploring and using the English language.  We want them to develop a love for the English language and study it with enthusiasm, confidence and a positive attitude.


It is our intention to give our learners a variety of quality, interesting experiences, which not only enable them to see the richness and beauty of our language, but will also help them to develop their speaking and listening, reading and writing skills and use these skills confidently and independently.  In order to do this we intend to introduce the children to the many uses of our language and encourage the children to be reflective users of language, able to analyse and evaluate features of language and to discuss choices in relation to purpose and audience.


We aim to have a good implementation of a rigorous and sequential approach to the reading curriculum that develops pupils’ fluency, confidence and enjoyment in reading.  At all stages, reading attainment will be assessed and gaps in pupils knowledge and skills addressed quickly and effectively.


Without the ability to use their language accurately and effectively, our children will not make the required progress in other subject areas.  Therefore, we strive to equip our children with these skills to enable them to become literate members of our society.



Reading and phonics

Our core scheme for teaching Phonics is called Letters and Sounds.



All staff are trained and children work in a differentiated phonics group for 20 minutes a day, at their own ability level.  Our teaching of phonics is supplemented with various supporting teaching resources, such as 'Phonics Play'.


Children have achieved highly in phonics here, every year since phonics assessments began.


We have a huge wealth of reading books from many schemes such as Oxford Reading Tree, Collins Big Cat, Pearson Bug Club, Longman Story Street...and many others. They are all graded with the national system of 'Bookbanding'. Books of similar levels - but perhaps aimed at different skills (phonics, comprehension etc) - are grouped into coloured bands, so that everyone can understand how levels are graduated. Children know where they are, and how to progress; and they love reading.


Older pupils read the classic stories, as well as modern authors such as David Walliams and J.K. Rowling. Ask us - or pop in, to find out more!

This information about the learning objectives for Reading and Writing is for parents and carers on the end of year expectations for children in our school.


The DfE have identified these expectations as being the minimum requirements your child must meet in order to ensure continued progress throughout the following year.


All the objectives will be taught throughout each year and will be the focus of direct teaching. Any extra support you can provide in helping your children to achieve these is greatly valued.


If you have any queries regarding the content of this information, or want support in knowing how best to help your children, please talk to your child’s teacher.

YEAR 1 'Age Related Expectations' recommended by the DfE



  • Secure at phase 5 phonics.

  • Identify which words appear again and again.

  • Relate reading to own experiences.

  • Re-reads if reading does not make sense.

  • Re-tell with considerable accuracy.

  • Discuss significance of title & events.

  • Make predictions on basis of what has been read.

  • Make inferences on basis of what is being said & done.

  • Reads with pace & expression, i.e. pause at full stop; raise voice for question

  • Knows difference between fiction and non-fiction texts.



  • Write clearly demarcated sentences.
  • Use ‘and’ to join ideas.

  • Use conjunctions to join sentences (e.g. so, but).

  • Use standard forms of verbs, e.g. go/went.

  • Evidence of:

    • Capital letters.

    • Full stops.

    • Question marks.

    • Exclamation marks.

  • Use capital letters for names & personal pronoun ‘I’.

  • Write clearly sequenced sentences.

  • Correct formation of lower case – finishing in right place.

  • Correct formation of capital letters.

  • Correct formation of digits.

YEAR 2 'Age Related Expectations' recommended by the DfE



  • Secure at phase 6 phonics.

  • Reads ahead to help with fluency & expression.

  • Comments on plot, setting & characters in familiar & unfamiliar stories.

  • Recounts main themes & events.

  • Comments on structure of the text.

  • Use commas, question marks & exclamation marks to vary expression.

  • Read aloud with expression & intonation.

  • speech marks

  • Identify past/present tense.

  • Use content and index to locate information.




  • Write different kinds of sentence: statement, question, exclamation, command.

  • Use expanded noun phrases to add description & specification.

  • Write using subordination (when, if, that, because).

  • Correct & consistent use of present tense & past tense.

  • Correct use of verb tenses.

  • Correct & consistent use of:

    • Capital letters.

    • Full stops.

    • Question marks.

    • Exclamation marks.

    • Commas in a list.

    • Apostrophe (omission).

    • Introduction of speech marks.

  • Write under headings.

  • Evidence of diagonal & horizontal strokes to join handwriting.

YEAR 3 'Age Related Expectations' recommended by the DfE




  • Comments on the way characters relate to one another.

  • Knows which words are essential in a sentence to retain meaning.

  • Draw inferences such as inferring characters’ feelings, thoughts & motives from their actions.

  • Recognise how commas area used to give more meaning.

  • plurals

  • pronouns and how used

  • collective nouns

  • Can explain the difference that adjectives and verbs make.




  • Use conjunctions (when, so, before, after, while, because).

  • Use adverbs (e.g. then, next, soon).

  • Use prepositions (e.g. before, after, during, in, because of).

  • Experiment with adjectives to create impact.

  • Correctly use verbs in 1st, 2nd & 3rd person.

  • Use perfect form of verbs to mark relationships of time & cause.

  • Correct use of speech marks for direct speech.

  • Group ideas into paragraphs around a theme.

  • Write under headings & sub-headings.

  • Legible, joined handwriting.


YEAR 4 'Age Related Expectations' recommended by the DfE




  • Give a personal point of view on a text.

  • Can re-explain a text with confidence.

  • Justify inferences with evidence, predicting what might happen from details stated or implied.

  • Use appropriate voices for characters within a story.

  • Identify how sentence type can be changed by altering word order, tenses, adding/deleting words or amending punctuation.

  • Skims & scans to locate information and/or answer a question.




  • Vary sentence structure, using different openers.

  • Use adjectival phrases (e.g. biting cold wind).

  • Appropriate choice of noun or pronoun.

  • Apostrophe for singular & plural possession.

  • Comma after fronted adverbial (e.g. Later that day, I heard bad news.).

  • Use commas to mark clauses.

  • Use connectives to link paragraphs.

  • Legible, joined handwriting of consistent quality.


YEAR 5 'Age Related Expectations' recommended by the DfE



  • Summarises main points of an argument or discussion within their reading & makes up own mind about issue/s.

  • Can compare between two texts.

  • Appreciates that people use bias in persuasive writing.

  • Appreciates how two people may have a different view on the same event.

  • Draw inferences and justify with evidence from the text.

  • Varies voice for direct or indirect speech.

  • < >

    clauses within sentences



  • Uses more than one source when carrying out research.

  • Creates set of notes to summarise what has been read.




  • Add phrases to make sentences more precise & detailed.

  • Use range of sentence openers – judging the impact or effect needed.

  • Begin to adapt sentence structure to text type.

  • Use pronouns to avoid repetition.

  • < >


  • Dashes.

  • < >

    Use commas to clarify meaning or avoid ambiguity.

  • Link clauses in sentences using a range of subordinating & coordinating conjunctions.

  • Use verb phrases to create subtle differences (e.g. she began to run).

  • Consistently organize into paragraphs.

  • Link ideas across paragraphs using adverbials of time (e.g. later), place (e.g. nearby) and number (e.g. secondly).

  • Legible and fluent handwriting style.


YEAR 6 'Age Related Expectations' recommended by the DfE



  • Refers to text to support opinions and predictions.

  • Gives a view about choice of vocabulary, structure etc.

  • Distinguish between fact & opinion.

  • Appreciates how a set of sentences has been arranged to create maximum effect.

  • Recognise complex sentences

  • Skims and scans to aid note-taking.



  • Use subordinate clauses to write complex sentences.

  • Use passive voice where appropriate.

  • Use expanded noun phrases to convey complicated information concisely (e.g. The fact that it was raining meant the end of sports day).

  • Evidence of sentence structure and layout matched to requirements of text type.

  • < >

    Semi-colon, colon, dash to mark the boundary between independent clauses.

  • Correct punctuation of bullet points.

  • Hyphens to avoid ambiguity.

  • Full range of punctuation matched to requirements of text type.

  • Use wide range of devices to build cohesion within and across paragraphs.

  • Use paragraphs to signal change in time, scene, action, mood or person.

  • Legible, fluent and personal handwriting style.