Note: Children working significantly above or below age-related expectations will need differentiated support, which may include tracking forward or back in terms of learning objectives. English as an additional language (EAL) learners should be expected to work within the overall expectations for their year group. For further advice see the progression strands and hyperlinks to useful sources of practical support.

Most children learn to:

(The following list comprises only the strands, numbered from 1 to 12, that are relevant to this particular unit.)

1. Speaking

• Tell stories and describe incidents from their own experience in an audible voice

3. Group discussion and interaction

• Explain their views to others in a small group, decide how to report the group's views to the class

5. Word recognition: decoding (reading) and encoding (spelling)

• Recognise and use alternative ways of pronouncing the graphemes already taught
• Recognise and use alternative ways of spelling the graphemes already taught
• Identify the constituent parts of two-syllable and three-syllable words to support the application of phonic knowledge and skills
• Recognise automatically an increasing number of familiar high-frequency words
• Apply phonic knowledge and skills as the prime approach to reading and spelling unfamiliar words that are not completely decodable
• Read more challenging texts which can be decoded using their acquired phonic knowledge and skills, along with automatic recognition of high frequency words
• Read and spell phonically decodable two-syllable and three-syllable words

6. Word structure and spelling

• Spell new words using phonics as the prime approach
• Segment sounds into their constituent phonemes in order to spell them correctly
• Recognise and use alternative ways of spelling the graphemes already taught
• Use knowledge of common inflections in spelling, such as plurals, -ly, -er
• Read and spell phonically decodable two-syllable and three-syllable words

7. Understanding and interpreting texts

• Identify the main events and characters in stories, and find specific information in simple texts
• Recognise the main elements that shape different texts

9. Creating and shaping texts

• Convey information and ideas in simple non-narrative forms
• Create short simple texts, on paper and on screen, that combine words with images (and sounds)

10. Text structure and organisation

• Write chronological and non-chronological texts using simple structures

11. Sentence structure and punctuation

• Compose and write simple sentences independently to communicate meaning

12. Presentation

• Use the space bar and keyboard to type their name and simple texts