English

Subject Guide

K45803

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 English Subject Guide 1

Contents
I see students who can
2 Curriculum at a glance
4 Assessment framework share ideas and express
6 Lesson plans and worksheets
8 Resources themselves creatively
The Oxford International Curriculum is a
new approach to teaching and learning
focused on wellbeing, which places joy
at the heart of the curriculum and
develops the skills your learners need
for their future academic, personal and
career success.
English is one of six subjects that make up the
curriculum, part of a coherent and holistic
approach that ensures continuity and progression
across every student’s educational journey.
Three strands encompass the full spectrum of
literacy skills and understanding that learners will
need to develop at the primary and lower
secondary level:
What does the Oxford International
Curriculum for English offer you?
• Follows the same structure as the National
Curriculum English Programmes of Study, with
enhanced opportunities to develop skills in
spoken English.
• Fosters a love of reading and literature,
building the foundations for students to read
fluently, and reflect upon what they read.
• Encourages students to build a rich vocabulary
to help them to access other subjects and
become confident communicators.
• Supports learners to develop and
communicate their own ideas and to
express themselves through writing.

• Spoken English
• Reading
• Writing

Choose an English option

to support your school’s
needs. English as a
Second Language
coming soon.

oxfordinternationalcurriculum.com
2 Oxford International Curriculum English Subject Guide 3

PRIMARY AND LOWER SECONDARY ENGLISH CURRICULUM

PRIMARY AND LOWER SECON
AT-A-GLANCE
Curriculum at a glance Curriculum at a glance
Strand
Students can:
Year 1
Students can:
Year 2
Curriculum Students can:
Year 3
Students can:
Year 4 Strand
Year 5
Students can: Students
Students
can: can:
Year
Year16
Students
Studentscan:
Year
can:
Year72
Students
Stude

at a glance
1 Spoken English 1 Spoken English
Listen and 1.1a: Listen and respond appropriately to adults
and other pupils
2.1a: When listening to an instruction or
question, pick out the key information
3.1a: Ask questions to help understand what
a partner is saying in a discussion
4.1a: Listen to more complex information
and identify the key points
Listen and
5.1a: Use spoken language to develop 1.1a: Listen
understanding and explore ideas
6.1a: and
and other
Formulate
questions
respond and
appropriately
pose appropriate
pupilsin a range of contexts
to adults 7.1a:
2.1a:Listen
formal
Whenattentively
question,
listening to
andpick
informal
out the
and
an respond
instruction
contexts
in or
key information
8.1a: 3.1a:
In form
different
a part
A
st
respond respond listening a
appropriately appropriately points of v

Present ideas 1.1b: Develop narratives and explanations by

linking ideas or events
2.1b: Share their point of view 3.1b: Gain, maintain and monitor the
interest of the listener by staying on topic
4.1b: Share and justify their point of view
Present ideas
5.1b: Show awareness and understanding 1.1b: Develop
6.1b: Use
narratives
complex and
of other people’s viewpoints, as well aslinkingcommunicate
ideas or events
sentences
explanations
to by
point of view with clarity
7.1b:
2.1b:Communicate
Share their point
information
of view and
ideas on familiar topics clearly and
8.1b: 3.1b:
Use a
technique
intere
G

and opinions The Oxford International Curriculum for their ownand opinions logically to a range of audiences and intere
pace and

English offers end-to-end teaching and

Discussion skills 1.1c: Participate in discussion, taking turns and 2.1c: Ask appropriate questions when taking 3.1c: Agree on and evaluate rules for 4.1c: Participate actively in collaborative
Discussion skills
5.1c: Participate in a range of group 1.1c: Participate
6.1c: Listeninand
discussion,
respondtaking
appropriately
turns and
to 7.1c:
2.1c:Make
Ask appropriate
clear and relevant 8.1c: 3.1c:
questions when taking MakeA
listening to what others say part in discussions
learning support with year-on-year
effective discussion conversations by explaining ideas and
asking questions
activities, working collaboratively
and using appropriate language and
communication skills
listening
their
topeers
what inothers
a discussion,
views courteously
say challenging contributions
part in discussions
to a group discussion,
building on others' ideas
discussion
effect
suggestion
move forw
progression of learning outcomes from
Drama, 1.1d: Participate in group recitations of rhymes 2.1d: Recite poems with appropriate 3.1d: Participate in recitations, 4.1d: Prepare poems and play scripts
Drama,
5.1d: Prepare poems and plays to 1.1d: Participate
6.1d: Participate
in group
in a
recitations
collaborative
of rhymes 7.1d:
2.1d:Rehearse
Recite poems
and perform
with appropriate
play scripts 8.1d: 3.1d: P

presentation,
and poems, or listen and join in with predictable
phrases
intonation to make the meaning clear
early years and primary up to lower
improvisations and role play, e.g. by taking
the role of a character in a story
to read aloud and to perform, showing
understanding through intonation
read aloud and to perform, showing and poems,
presentation,
understanding through intonation andphrases
performance
or listenofand
a poem
join inorwith
play,
understanding through intonation, tone
predictable
showing intonation to make the meaning clear
with appropriate intonation, volume and drama
impro
theact
ro
role play and secondary year groups. role play and
action so that the meaning is clear to and volume to gain and maintain the actions to add impact pace and
an audience interest of the audience
debate debate
Vocabulary and 1.1e: Use past, present and future forms when
talking about events
2.1e:
increasing command of Standard English
3.1e: Use colloquial language as well as
Standard English
4.1e: Build their understanding that we use
more formal language in some situations
Vocabulary and
5.1e: Understand when to use
appropriate language in different
1.1e: Use
talking
6.1e:
past, present and
Paraphrase
about events
appropriate
andfuture forms
rephrase, aswhen 7.1e:
2.1e:Understand key aspects of spoken
language,
increasing including
command grammatical
of Standard English
8.1e: 3.1e:
Select
to purpose
Stand
U

register register
contexts, including colloquial language features, and how it differs from other formal and
1.1f: Develop their Tier 1 vocabulary, exploring the 2.1f: Continue to extend their Tier 1 3.1f: Build their vocabulary by using new 4.1f: Ask questions to clarify understanding and Standard English 1.1f: Develop
6.1f: Increasingly
their Tier 1 vocabulary,
use a range exploring the
of Tier 2 and 2.1f: Continue
language modes to extend their Tier 1 3.1f: Bu
meanings and sounds of new words vocabulary, exploring the meanings and and interesting words appropriately in of Tier 2 and Tier 3 vocabulary meanings
Tier 3and sounds
words of new words
accurately vocabulary, exploring the meanings and 8.1f: Use
andTiein
sounds of new words different contexts 5.1f: Increasingly use Tier 2 and Tier 3 7.1f: Vary of
sounds vocabulary
new words according to appropriat
differe
vocabulary, as appropriate, in their topic and purpose, and use the main terminolog
spoken work conventions of Standard English when writing and
appropriate precision

2 Word reading 2 Word reading

1.2a: Apply phonic knowledge and skills as the
route to decode words
1.2b: Read common exception words
1.2c: Read accurately by blending sounds
in unfamiliar words containing grapheme-
phoneme correspondences that have been
taught
1.2d: Read aloud accurately books that are
consistent with their developing phonic
knowledge
1.2e: Re-read simple known texts to develop
2.2a: Continue to apply phonic knowledge
and skills as the route to decode words
until automatic decoding has become
2.2b: Read further common exception
words
2.2c: Read accurately by blending
the sounds in words that contain the
graphemes taught so far, recognizing
alternative sounds for graphemes
2.2d: Read aloud books closely matched to
their improving phonic knowledge
3.2a: Apply their growing knowledge of root
and morphology) both to read aloud and
to understand the meaning of new words
they meet
3.2b: Read further exception words, noting
the unusual correspondences between
spelling and sound, and where these occur
in the word
4.2a: Apply their growing knowledge of root
and morphology) both to read aloud and
to understand the meaning of new words
they meet
4.2b: Read further exception words, noting
the unusual correspondences between
spelling and sound, and where these occur
in the word
5.2a: Apply their growing knowledge 6.2a: phonic
1.2a: Apply Apply their growingand
knowledge knowledge
skills as the
route to decode words
(etymology and morphology) both (etymology and morphology) both
to read aloud and to understand the 1.2b: Read
to read aloud and
common to understand
exception words the
meaning of new words they meet meaning of new words they meet
1.2c: Read accurately by blending sounds
in unfamiliar words containing grapheme-
phoneme correspondences that have been
taught
1.2d: Read aloud accurately books that are
consistent with their developing phonic
knowledge
1.2e: Re-read simple known texts to develop
2.2a: Continue to apply phonic knowledge 3.2a: A
and skills as the route to decode words
until automatic decoding has become and m
to und
they m
2.2b: Read further common exception
words 3.2b: R
the un
2.2c: Read accurately by blending spellin
the sounds in words that contain the in the
graphemes taught so far, recognizing
alternative sounds for graphemes
2.2d: Read aloud books closely matched to
their improving phonic knowledge

2.2e: Re-read these books to build up their 2.2e: Re-read these books to build up their
1.2f: Respond speedily with the correct sound 1.2f: Respond speedily with the correct sound
to graphemes for all 40+ phonemes, including, to graphemes for all 40+ phonemes, including,
where applicable, alternative sounds for
graphemes The spiral development where applicable, alternative sounds for
graphemes

3 Read widely for a range of purposes model means that learning 3 Read widely for a range of purposes
1.3a: Become familiar with key stories, fairy 2.3a: Become increasingly familiar with and themes
3.3a: Increase arewith
their familiarity revisited
a each
4.3a: Become familiar with an increasingly 5.3a: Increase their familiarity with and1.3a: Become
6.3a: Express
familiar withand
views keypreferences
stories, fairyon 7.3a:
2.3a:Develop
Becomean increasingly
appreciationfamiliar
of reading 8.3a:3.3a:
with and ContiI
stories and traditional tales, retelling them and retell a wide range of stories, including fairy range of books, including fairy stories and wide range of books, including fairy stories, discuss a wide range of books, including storiesa and
widetraditional tales, retelling
range of books, including them and
myths, and
retell
read
a wide
increasingly
range of high
stories,
quality
including
and fairy
and love
rangeo
showing an understanding of the main elements stories and traditional tales
orally
year,
traditional building
tales, and on
retell some of these previous
myths and legends, and retell some of
these orally
myths, legends and traditional stories, showing an understanding
legends of stories,
and traditional the main elements
modern challenging
stories and material
traditional
independently
tales textstraditi
as we
orally
1.3b:
texts
2.3b:
different ways
achievement, and giving
3.3b: Read books that are structured in 4.3b: Read books that are structured in
of cultures and literary traditions 1.3b: and literary traditions
texts
7.3b:
2.3b:
different ways
8.3b: Read
short3.3b:
storie
R

1.3c: Listen to and discuss a wide range of poems, 2.3c: Listen to and express views about a coherence and
different ways and read for a range of
purposes, including reading onscreen textsstructure to
different ways and read for a range of
purposes, including reading a range of
5.3b: Read and explore stories and non- 6.3b: Read and explore a wide range of
1.3c: Listen to and discuss a wide range of poems,
awareness of typical features of
2.3c: Listen
different to and express views about a
types
differe
purpo
wide range of poems, stories and non- onscreen texts range of purposes structured in different ways for different wide range of poems, stories and non-
a level beyond that at which they can read
independently that at which they can read independently
the
3.3c: Listen to learning
and discuss a wide rangejourney.
4.3c: Listen to and discuss a wide range
a levelpurposes,
beyond that
independently
including onscreen
at which they cantexts
read
that at which they can read independently
3.3c: L

reference books or textbooks refere

reference books or textbooks

4 Reading comprehension 4 Reading comprehension

Comprehension Understand the books they can read accurately Understand the books they can read Understand what they read by: Understand what they read by:
Comprehension
Understand what they read by: Understand the books
Understand whatthey
theycan read
read by: accurately 7.4a:
Understand the books
Explore layers they can
of meaning
a text, using inference and deduction,
read
within 8.4a:Under
Draw
about the
listen to by: 3.4a: making inferences on the basis of 4.4a: drawing inferences such as 5.4a: drawing inferences such 6.4a: drawing inferences such as listen toconclusions
drawing by: based on different evidence3.4
1.4a: drawing simple inferences (e.g. about what is being said and done inferring characters’ feelings, thoughts as inferring characters’ feelings, 1.4a: drawing
inferringsimple inferences
the writer’s view and points in a text
(e.g.toabout
help wh
characters’ feelings) 2.4a: drawing inferences and motives from their actions, and thoughts and motives from their characters’ feelings) 2.4a: drawing inferences 8.4b: Appr
3.4b: predicting what might happen justifying inferences with evidence actions, and justifying inferences with justifying inferences with evidence 7.4b: Understand some of the ways texts 3.4
1.4b: predicting what might happen on the 2.4b: predicting both before and during from details stated and implied evidence 1.4b: predicting what might happen on the 2.4b: predicting both before and duringcontextsfro in
basis of what has been read so far reading
Compact, concise
3.4c: identifying main ideas from one and their ideas
4.4b: predicting what might happen
next and explaining 5.4b: predicting what might happen
basis 6.4b:
of what has been
predicting readaso
what far
character
might do next from details stated and
reading
contexts in which they were written
3.4
8.4c: Unde
1.4c: explaining their understanding of what 2.4c: explaining their understanding of paragraph from details stated and implied, and 1.4c: explaining
implied, andtheir understanding
justifying 7.4c:2.4c:
of what
their predictions explaining
Understand andtheir understanding of synthesize
summarize pa
is read to them books that they listen to and those that
they read for themselves
accessible
3.4d: checking that the text makes
learning
4.4c: identifying main ideas drawn from
one paragraph and summarizing these
justifying their predictions is read to them
6.4c: summarizing a short text,
books that
information
they read
identifying
andthey
the for
ideas
main
listen
from
themselves
toaand
text,those thatthan one t
ideas, themes and the main3.4id

understanding outcomes are easy to use

1.4d: checking that the text makes sense to sense to them, discussing their 5.4c: summarizing the main 1.4d: checking
identifyingthat
keythe text makes
details sense the
that support to
purposes se
them and correcting inaccurate reading 2.4d: checking that the text makes sense 4.4d: checking that the text makes ideas drawn from more than one them main
and correcting
ideas inaccurate reading 2.4d: checking that the text makes sense 8.4d: Expla
un
to them and correcting inaccurate sense to them and explaining how they paragraph 7.4d:to them and
Develop andcorrecting inaccurate
deploy strategies vocabular
1.4e:
and events
reading
for today's busyhave
3.4e: answering and asking questions to
improve their understanding educators.
solved the problems they have
encountered in their reading 5.4d: checking that the text makes
1.4e: 6.4d: checking that the text makes
sense to them, and explaining and
and events
reading
for dealing with unfamiliar words in
texts (deciding if they’re vital, using
range of3.4
words im
st

2.4e: answering and asking questions sense to them, and explaining their discussing their understanding and 2.4e: answering
contextual and asking questions
clues, etc.)
1.4f: drawing on what they already know, or 4.4e: asking and answering questions understanding 1.4f: drawing
asking questions
on what they already know, or
on background information and vocabulary 2.4f: drawing on what they already to improve their understanding, quoting on background information and vocabulary 2.4f: drawing on what they already
provided by the teacher know, or on background information from the text provided by the teacher know, or on background information
and vocabulary provided by the teacher and vocabulary provided by the teacher
1.4g: Discuss the meaning of words, linking new 3.4f: Discuss the meaning of words in 4.4f: Discuss and explore the meaning of 5.4e: Explain the meaning of words in 1.4g: Discuss
6.4e: Clarify the meaning
the meaning of words
of words, in new
linking 3.4f: D
meanings to those already known 2.4g: Discuss and clarify the meaning of context words in context context context
meanings to those already known 2.4g: Discuss and clarify the meaning of conte
words, linking new meanings to known words, linking new meanings to known
vocabulary vocabulary

© Oxford University Press 2020 © Oxford University Press 2020

Sample from English Curriculum at a glance, Years 1 and 7

oxfordinternationalcurriculum.com
 3.1d: Participate in recitations, improvisations and role play, for example, by taking
2.6j: Proofread to check for errors in spelling, grammar and punctuation
the role of a character in a story
4 Oxford International Curriculum English Subject Guide 5
3.1e: Use colloquial language as well as Standard English
Developing: The student can read what they have written to check that it
3.1f: Build their vocabulary by using new and interesting words appropriately in
makes sense.
different contexts
Secure: The student can read what they have written to check that it
3.2a: Apply their growing knowledge of root words, prefixes and suffixes
makes sense and that verbs to indicate time are used correctly.
(etymology and morphology) both to read aloud and to understand the
Extended: The student can read what they have written to check that it
meaning of new words they meet
makes sense and that verbs to indicate time are used correctly,

Assessment framework
3.2b: Read further exception words, noting the unusual correspondences between
looking for spelling errors.
spelling and sound, and where these occur in the word
3.3a: Increase their familiarity with a range of books, including fairy stories and
traditional tales, and retell some of these orally
3.3b: Read books that are structured in different ways and read for a range of
purposes, including reading onscreen texts

YEAR THREE
Year 3 Built-in end of year
tests support the
3.5e: Listen
3.3c: Use further
3.5f: and
Use reference
prefixes
to, read
books
conjunctions,
and understand
and discuss
or textbooks
adverbs
how
a wide range ofto add them
fiction, poetry, plays, non-fiction
and prepositions to express time and cause
Aligned to the 3.5g: Extend the range of sentences with more than one clause by using a wider
assessment requirements of the rangewhat
of conjunctions
Introduction framework.
Understand they read by:
English examination 3.5h: 3.4a:
Use inverted commas inon
making inferences direct speech
the basis and commas
of what before
is being said andreporting
done clause
This framework can be used as the basis of formal and informal observations of syllabus, including 3.5i: 3.4b:
Introduce the terms:
predicting what noun,
mightnoun phrase,
happen fromadjective, adverb
details stated and implied
students as their learning progresses through Year 3. OxfordAQA’s 3.6a: 3.4c:
Plan their writingmain
identifying orally by discussing
ideas and recording ideas
from one paragraph
International GCSEs, 3.6b: 3.4d:
Discuss writingthat
checking similar
the to that
text which
makes theyto
sense are planning
them, to write
discussing their
Year 3 builds on the learning students have covered in key stage 1. From Year 3, in
AS and A-levels. understanding
3.6c: Organize paragraphs around a theme
reading the focus shifts from word-reading to comprehension. By the end of
Year 3, students will be expected to read widely and listen to a range of different texts, 3.6d: 3.4e:
Writeanswering
narratives,and asking questions
beginning tosettings,
to consider improvecharacters
their understanding
and plot
discussing them and using a range of strategies to establish meaning from texts. They 3.6e: Write a range of different types of text, for different purposes, on paper and
will begin to discuss and identify themes and conventions in a range of different texts on screen
3.4f: Discuss the meaning of words in context
and discuss the meaning of words in context. In discussions, they will ask questions
3.6f: Know
3.4g: Experiment with interesting
that language, words
structure in their writingcontribute to meaning
and presentation
to improve their understanding. In their writing, they will experiment with interesting
3.6g: Discuss
3.4h: Write non-narrative material,
interesting words including
that they comechronological
across in theirand
reading
words when writing different narrative and non-narrative texts, exploring the use of
non-chronological
3.4i: Learn about themesnon-fiction texts, using
and conventions simple
in a wide organizational
range of books devices
simple organizational devices. After writing, they will evaluate the effectiveness of
such as headings
their work and make improvements. Students will take part in a wider range of drama, 3.5a: Increase the legibility, consistency and quality of their handwriting
improvisation and role-play activities, demonstrating an increasing command of 3.6h: Read aloud their own writing to a group or the whole class, using
3.5b: Use the diagonal and horizontal strokes that are needed to join letters and
Standard English. appropriate intonation
understand which letters, when adjacent to one another, are best left
3.6i: unjoined
Assess the effectiveness of their own and others’ writing

Learning outcomes 3.6j: Spell

3.5c: Proofread
wordsfor spelling,
that grammar
are often and punctuation errors
misspelt
3.5d: Use a dictionary and electronic methods to check the spelling of words
These learning outcomes set out a programme of study in English for Year 3.
During the year, every student will:
30 © Oxford University Press 2020
31 Assessment criteria
© Oxford University Press 2020
3.1a: Ask questions to help understand what a partner is saying in a discussion
The assessment criteria allow the teacher to assess the level of achievement of
3.1b: Gain, maintain and monitor the interest of the listener by staying on topic
each student.
3.1c: Agree on and evaluate rules for effective discussion
3.1d: Participate in recitations, improvisations and role play, for example, by taking 3.1a: Ask questions to help understand what a partner is saying in a discussion
the role of a character in a story
3.1e: Use colloquial language as well as Standard English
Developing: The student gives full attention to a partner in a discussion.
3.1f: Build their vocabulary by using new and interesting words appropriately in
Secure: The student, during a discussion, gives full attention to their
different contexts
partner and asks questions to further understanding.
3.2a: Apply their growing knowledge of root words, prefixes and suffixes
Extended: The student, during a discussion, gives full attention to their
(etymology and morphology) both to read aloud and to understand the
partner and asks a range of varied and relevant questions to
meaning of new words they meet
further understanding.
3.2b: Read further exception words, noting the unusual correspondences between
spelling and sound, and where these occur in the word
3.3a: Increase their familiarity with a range of books, including fairy stories and
traditional tales, and retell some of these orally
3.3b: Read books that are structured in different ways and read for a range of
purposes, including reading onscreen texts
3.3c: Listen to, read and discuss a wide range of fiction, poetry, plays, non-fiction
and reference books or textbooks

Understand what they read by:

Sample from English Assessment Framework, Year 3 32 © Oxford University Press 2020
3.4a: making inferences on the basis of what is being said and done
3.4b: predicting what might happen from details stated and implied
3.4c: identifying main ideas from one paragraph oxfordinternationalcurriculum.com
3.4d: checking that the text makes sense to them, discussing their
understanding
6 Oxford International Curriculum English Subject Guide 7

Lesson plans and worksheets

Independent reflection
YEAR 7, Term 2: Reflection
• Ask students to think about the English skills they have used over the last few weeks, while
Week 6, Lessons 1–4: Reflection on ‘Catastrophe’ and ‘Feeding the world’ topics working through the units ‘Catastrophe’ and ‘Feeding the world’. Encourage them to think
Learning outcomes: Spoken English (7.1a, 7.1b, 7.1c, 7.1d, 7.1e, 7.1f); Reading about their Spoken English skills, Reading skills, and Writing skills.
widely for a range of purposes (7.3a, 7.3b), Reading comprehension (7.4a, 7.4b, • Give students the worksheet associated with this lesson. Ask students to discuss in pairs
7.4c, 7.4d, 7.4e, 7.4f, 7.4g, 7.4h, 7.4k); Writing skills (7.5c, 7.5f); Writing when they used the skills. They can assess areas that need further work, what they are
comfortable with, and where they feel they were stretched and challenged. Teachers could
composition (7.6a, 7.6b, 7.6e, 7.6f, 7.6g, 7.6h, 7.6i) fill in the second column to support lower-attaining students.
Context Main activity
• This week students reflect on their individual learning during the last half term.
• Students work in groups on a project of their choice, practising the skills they have • Explain that this week, students will work in small groups on a project of their choice.
learned and extending their work into areas of particular interest. They can extend their learning into an area of particular interest to them, and also practise
Introductory activity their English skills in a practical, relevant way.
YEAR 1, Term 2, Unit 6: Fiction • They can plan, research, write, and present their own material in a collaborative way,
• Students can choose to focus on a project related to the topic of ‘Catastrophe’ or ‘Feeding
• Talk about feelings. Ask: How do you feel when it is your birthday? (e.g. excited, within a flexible framework.
Week 3, Lesson 4: The world around me happy) How do you feel if someone is mean to you? (e.g. sad, upset) Ask other questions the world’. They should work in small groups with shared areas of interest.
• Lessons this week will vary, depending on the project that students undertake and the
Learning outcomes: 1.1b, 1.6i about feelings – can children tell you about other feelings they have? (e.g. frustrated,
way that they manage and structure their approach. Encourage students to plan their
• Students could choose their own project, linked to either topic, or they could develop a
disappointed, fed up) project from one of the options in the panels below.
Context work to fit into the four English lessons this week. • Students should be responsible for the planning and management of their project. This
• Ask volunteers to recap what happened in the story, The Lost Stars. Remind children of all
• In this lesson, children discuss feelings and explore how the stars feel at different parts the key elements of the story. should involve:
of the story, ‘The Lost Stars’. As part of children’s English learning, they should • Tell children that you are going to focus on how the stars feel at different points in the story. - planning the overall approach
participate in a daily phonics lesson of between 30 minutes and an hour, following a - suggesting and allocating specific tasks
systematic phonics programme such as Floppy’s Phonics. Use every opportunity to Main activity - researching and drafting creative work
Resources
demonstrate how to apply phonic knowledge in reading and writing. - reviewing drafts and contributing constructive ideas and suggestions
• Write ‘because’ on the board. Tell children that this is a tricky word, or common exception OEIA Student Book 1 pp.58–91 - joint presentation
• This lesson gives children opportunities to work together, to share ideas, and to word. These are words we use often that contain one or more unusual sounds. The parts Worksheet E_Y7_T2_W6_L1_WS Vocabulary - formative self-assessment and peer-assessment.
explore common feelings. that are decodable will depend on where children are with their phonics learning.
• This lesson should take around 45 minutes to an hour, although the timing is flexible Reflection, revi
• Model how to sound out and blend a common exception word, e.g. be. ew, skills, Catastrophe: Causes and effects Feeding the world: Creating
to suit different timetables. Week summary project, research
o Sound out the regular part of the word: /b/. , planning, a play
o Discuss the part of the word where the letter or letters do not correspond to the Students identify English skills that they English
presentation, disc
ussion
• Students could create an exhibition
focusing on catastrophic events that • Students could plan, write, and
sounds that children would expect: the ‘e’ making the /ee/ sound. would like to improve or consolidate. have happened all over the world at perform a play linked to the topic of
o Read the word: /b//ee/: be. They collaborate on a chosen project different times in history. The exhibition
o If children have already learned the ‘e’ spelling of the /ee/ sound then focus on food. They will need to decide on the
Resources which helps to develop and reinforce could take many forms and be made up
Supplementary worksheet The Lost Stars
•
‘because’ and the unusual spelling of the second syllable.
Give children the worksheet for this lesson. Point to the picture of the star on the beach.
Reflection these skills. of individual or paired contributions,
but it will need to be planned as a group
theme of the play and then discuss
ideas for a setting, characters, and plot.
The play might focus on a family
Worksheet E_Y1_T2_W3_L4_WS Vocabulary Ask children to talk in a group about how the stars felt when they went to have a break and to give variety and balance to the topic.
Key celebration meal, or some friends
Feelings, happy, why. Encourage them to use the sentence: The star felt __________because_____________. Joy of Learning • Students might research different types growing their own food, or the quest for
Lesson summary sad, Panic zone: I’d like to revisit this or have extra help. of catastrophe, such as pandemics,
because, stars, • Ask children to complete the first part of the worksheet. a very special, rare food.
felt Stretch zone: This work stretched and challenged Global
me.Skills Projects famines, droughts, floods, fires,
Children discuss feelings and explore • Now ask children to talk together about the second picture on the worksheet and how • Students might work on different
Comfort zone: I feel confident about doing this•now. 7.3b: Present ideas earthquakes, volcanoes, or tsunamis.
how the stars feel in different parts of the stars felt when they returned to the sky and people remembered to look up at them. aspects of the production, focusing on
the story, The Lost Stars.
in a creative and Time to pause and They should explain why the event individual characters, the staging and
• Remind children to use their knowledge of phonics to help them to spell words. inspiring way happened, describe what it was like to
reflect on learning is a props, costumes, or writing the script.
• Ask children to reread what they have written to check it makes sense. Encourage them to English Learning outcome When IWellbeing
did this
Panic Stretch Comfort
step towards applying
experience it, and examine the long- • Encourage the staging of a performance
make any necessary changes. zone zone zone term and short-term effects.
• 6.4c: Plan steps in front of an audience.
it in real life. • Students could work on individual
Speaking skills to achieve
Joy of Learning Additional task contributions, such as poems, short
I can listen carefully to their goals stories, descriptions, play scripts, factual
Global Skills Projects • Children could create their own book of feelings, saying when they feel a certain way and

Feelings
the reading of a text and accounts, or journals, but should be
• 1.4c: Discuss likes drawing a picture for each feeling, e.g. I feel sad when my friend has to go home. respond to questions. aware of how all contributions weave
and dislikes of I can speak clearly about facts into the overall exhibition.
Learning review and ideas on familiar topics.© Oxford University Press 2020; This resource sheet may have been changed from the original. © Oxford University Press 2020; This resource sheet may have been changed from the original.
certain activities Another word for
• Children discuss different feelings and explore how the stars feel at points of the story.
Wellbeing feelings is ‘emotions’.
I can talk in a group, adding
• 1.2a: Start to name
Differentiation my own ideas and responding
common feelings The star felt because to other people’s ideas.
• Some children could complete the first part of the sentences on the worksheet by just
writing words to describe how the star felt, e.g. The star felt sad. You could write a word I can act in a drama and say YEAR 7, Term 2: Reflection
bank of feelings on the board. poems aloud, using my body
and voice effectively.
Extension task Reading skills
• Children could write a diary for one of the stars. They could give more details about how the I can read a text and
star feels, how it travels, and where it goes to have a break. understand deeper
© Oxford University Press 2020; This resource sheet may have been changed from the original. meanings.
© Oxford University Press 2020; This resource sheet may have been changed from the original.
I can understand that texts can
be shaped by when and where
they are written.
I can write a summary of
YEAR 1, Term 2, Unit 6: Fiction the main ideas and themes
in a text.

Opportunities to link
I can explore new words, their
origins and links to other
words.
I can comment on how writers
use language and I can use
to the Global Skills
appropriate terminology.
I can comment on the
Projects and
setting, characters, and plot
of a story. Wellbeing curricula
The star felt because
Every lesson are highlighted.
highlights the Year 7 Term 2 Week 6 Worksheet
Includes links to
learning outcomes it © Oxford University Press 2020

recommended and
covers, linking back to required resources and
the curriculum-at-a- worksheets where Worksheets
glance document. relevant. accompany lesson
Step-by-step guidance
navigates through plans where
the delivery of the lesson,
Year 1 Term 2 Week 3 Lesson 4 Worksheet
© Oxford University Press 2020 appropriate to aid
with differentiation teaching.
suggestions provided.

Download sample lesson plans and worksheets at

oxfordinternationalcurriculum.com
8 Oxford International Curriculum
Resources
Oxford International Curriculum
schools will use the Oxford
International Primary English series at
Primary level, supported by a synthetic
phonics teaching programme such as
Floppy’s Phonics, and Oxford
English: An International Approach
at Lower Secondary.
Primary
Oxford International Primary English
www.oxfordprimary.com/international-english
Supported by:
Floppy’s Phonics
www.oxfordprimary.com/floppysphonics
Oxford Reading Tree
www.oxfordprimary.com/oxfordreadingtree
English Subject Guide 9
Find out more at
oxfordinternationalcurriculum.com
Together, these series provide a complete and
integrated nine-year (Years 1–9) English course,
featuring a diverse mix of age appropriate fiction
and non-fiction texts from around the world,
offering good links to the Global Skills Projects
and Wellbeing curricula, with support for students
with English as an additional language.
Lower Secondary
Oxford English: An international approach
www.oxfordsecondary.com/oeia