1998 Framework objectives
2006 Renewed framework objectives

1998 Framework objectives covered

Pupils should be taught:

Word level objectives
Y3 T3 W14            to explore homonyms which have the same spelling but multiple meanings and explain how the meanings can be distinguished in context, e.g. form (shape or document), wave (gesture, shape or motion);
Y4 T3 W10            to distinguish the two forms: its (possessive no apostrophe) and it’s (contracted ‘it is’) and to use these accurately in own writing;

Sentence level objectives
Y3 T3 S3               to ensure grammatical agreement in speech and writing of pronouns and verbs, e.g. I am, we are, in standard English;
Y3 T3 S5               how sentences can be joined in more complex ways through using a widening range of conjunctions in addition to ‘and’ and ‘then’, e.g. if, so, while, though, since, when.
Y4 T3 S4               the use of connectives, e.g. adverbs, adverbial phrases, conjunctions, to structure an argument, e.g. ‘if….then’. ‘on the other hand…’, ‘finally’, ‘so’;

Text level objectives
Y3 T3 T8                compare and contrast works by the same author, e.g. different stories, sequels using same characters in new settings, stories having similar themes;
Y3 T3 T9                to be aware of authors and to discuss preferences and reasons for these.
Y3 T3 T14             write book reviews for a specified audience, based on evaluations of plot, characters and language;
Y3 T3 T16             to read examples of letters written for a range of purposes, e.g. to recount, explain, enquire, complain, congratulate, comment, understand form and layout including use of paragraphs, ways of starting, ending, etc. and ways of addressing different audiences – formal/informal;
Y3 T3 T20             to write letters, notes and messages linked to work in other subjects to communicate within school; letters to authors about books, selecting style and vocabulary appropriate to the intended reader;
Y3 T3 T21             to use IT to bring to a published form – discuss relevance of layout, font, etc. to audience;
Y3 T3 T23             to organise letters into simple paragraphs;
Y4 T3 T3                to understand how paragraphs or chapters are used to collect, order and build up ideas;
Y4 T3 T9                to read further stories or poems by a favourite writer making comparisons and identifying familiar features of the writers work

1998 Framework objectives
2006 Renewed framework objectives

2006 Renewed Framework objectives covered

The objectives which should be covered in the whole of this unit are shown below, only the Year 3 (Y3) ones are specified in the exemplar unit from the renewed framework, in this document appropriate Year 4 (Y4) objectives are also given to aid differentiation and ensure more able pupils are being suitably challenged.

1. Speaking

3. Group discussion and interaction

• Use talk to organise roles and action (Y3)
• Actively include and respond to all members of the group (Y3)
• Take different roles in groups and use the language appropriate to them, including the roles of leader, reporter, scribe and mentor (Y4)
• Use time, resources and group members efficiently by distributing tasks, checking progress and making back-up plans  (Y4)

7. Understanding and interpreting texts

• Explore how different texts appeal to readers using varied sentence structures and descriptive language (Y3)
• Deduce characters' reasons for behaviour from their actions and explain how ideas are developed in non-fiction texts (Y4)
• Use knowledge of different organisational features of texts to find information effectively  (Y4)

8. Engaging with and responding to texts

9. Creating and shaping texts

10. Text structure and organisation

11. Sentence structure and punctuation

12. Presentation

• Write with consistency in the size and proportion of letters and spacing within and between words, using the correct formation of handwriting joins (Y3)
• Develop accuracy and speed when using keyboard skills to type, edit and re-draft (Y3)
• Write consistently with neat, legible and joined handwriting (Y4)
• Use word processing packages to present written work and continue to increase speed and accuracy in typing (Y4)