Pupils should be taught to recognise themes in what they read, such as the triumph of good over evil or the use of magical devices in fairy stories and folk tales. It is essential that, by the end of their primary education, all pupils are able to read fluently, and with confidence, in any subject in their forthcoming secondary education. They should also be able to read many common words containing GPCs taught so far [for example, shout, hand, stop, or dream], without needing to blend the sounds out loud first. This publication is available at https://www.gov.uk/government/publications/national-curriculum-in-england-english-programmes-of-study/national-curriculum-in-england-english-programmes-of-study. Opportunities for teachers to enhance pupils’ vocabulary arise naturally from their reading and writing. However, teachers should use the year 2 programme of study for comprehension so that these pupils hear and talk about new books, poems, other writing, and vocabulary with the rest of the class. Pie Corbett examines the good and bad features of the new National Curriculum for English. Role play and other drama techniques can help pupils to identify with and explore characters. These aspects of writing have been incorporated into the programmes of study for composition. Pupils should understand, through being shown these, the skills and processes essential to writing: that is, thinking aloud as they collect ideas, drafting, and rereading to check their meaning is clear. As in years 1 and 2, pupils should continue to be supported in understanding and applying the concepts of word structure - see English appendix 2. The KS3 curriculum overall is the same for all sets, but higher ability groups will be working at a higher level, while lower sets will be given more support. As in earlier years, pupils should continue to be taught to understand and apply the concepts of word structure so that they can draw on their knowledge of morphology and etymology to spell correctly. Pupils should learn about cause and effect in both narrative and non-fiction (for example, what has prompted a character’s behaviour in a story; why certain dates are commemorated annually). Pupils should be encouraged to use drama approaches to understand how to perform plays and poems to support their understanding of the meaning. Pupils whose linguistic development is more advanced should be challenged through being offered opportunities for increased breadth and depth in reading and writing. Teachers should prepare pupils for secondary education by ensuring that they can consciously control sentence structure in their writing and understand why sentences are constructed as they are. When teachers are reading with or to pupils, attention should be paid to new vocabulary – both a word’s meaning(s) and its correct pronunciation. Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned. Pupils will increase their fluency by being able to read these words easily and automatically. The expectation should be that all pupils take part. Pupils should be helped to consider the opinions of others. It is essential that pupils whose decoding skills are poor are taught through a rigorous and systematic phonics programme so that they catch up rapidly with their peers in terms of their decoding and spelling. Pupils should continue to practise handwriting and be encouraged to increase the speed of it, so that problems with forming letters do not get in the way of their writing down what they want to say. Left-handed pupils should receive specific teaching to meet their needs. Pupils should learn to spell new words correctly and have plenty of practice in spelling them. The national curriculum for English aims to ensure that all pupils: By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. It will take only 2 minutes to fill in. Any focus on word reading should support the development of vocabulary. Pupils’ reading and rereading of books that are closely matched to their developing phonic knowledge and knowledge of common exception words supports their fluency, as well as increasing their confidence in their reading skills. They should be guided to participate in it and they should be helped to consider the opinions of others. The national curriculum sets out the programmes of study and attainment targets for all subjects at all 4 key stages. They apply to English and mathematics for pupils aged 7 and 11. 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