English

‘If you want to change the world, pick up your pen and write.’  Martin Luther King

At Lady Katherine Leveson School, we foster confident learners.  We do not put ceilings on what pupils can achieve in reading and writing and we do not hold pre-conceptions about any pupils’ ability to make progress.  We acknowledge that Literacy not only changes lives but also life chances.

‘Children should be taught to use phonic knowledge and skills as the route to decode words.’  National Curriculum 2014

As global learners, we want our pupils to read their way to a better life using a carefully selected and sequenced collection of texts, which explore the diverse and multicultural society that we live in.   Reading and writing are inextricably linked therefore the LTP is built around a selection of outstanding texts which enable teachers to extract all aspects of English and that promote a love of reading.

Learning to write requires careful, deliberate and systematic teaching.  This is essential but alone will not guarantee success.  Good teaching of writing must enthuse and inspire children by developing their love of language. (Considine 2016)

Above all, our English Curriculum is designed so that all children can experience success and from this a true joy for Literacy.

The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written language, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils:

  • read easily, fluently and with good understanding
  • develop the habit of reading widely and often, for both pleasure and information
  • acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
  • appreciate our rich and varied literary heritage
  • write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
  • use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
  • are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate  National Curriculum 2014

Our English Curriculum is driven through evidence based-resources, and research to ensure our literacy provision is highly effective. 

Doug Lemov’s Reading Reconsidered has played a huge part when selecting texts and acknowledges the ideal that there are five types of texts children should have access to in order to successfully navigate reading with confidence.  These are complex beyond a lexical level and demand more from the reader than other types of books: archaic language; non-linear time sequences; narratively complex; figurative/symbolic texts; resistant texts. 

The long-term plan is designed to meet the needs of the children in our school.  Therefore, it does not rely on one particular schema; resources from Jane Considine, Literacy Shed Plus and CLPE have all been used to help support staff through the teaching and learning journey. 

Phonics – Letters and Sounds

As a Letters and Sounds school, we use a systematic, synthetic approach to the teaching of phonics for reading and spelling.  We show total fidelity to this scheme and value the importance of consistency in our approach.  Appendices 1, 2 and 3 map out the Letters and Sounds progression throughout EYFS to KS1.

Early Reading

‘We know that young children who enjoy reading independently will have had the door opened to new discoveries and wide interests, to knowledge, creativity, and confidence. Reading is the critical route to other subjects as well as a provider of wider opportunities for giving more and getting more from life and work.’  Read On Get On  Report 2014

At Lady Katherine Leveson School, we are fully committed to making every child a reader. To ensure a secure start to every child’s reading journey and help children progress from decoding words to reading fluently and for pleasure, we follow Collins Big Cat Phonics reading scheme. 

 

Throughout EYFS and KS1 our children will explore a range of both fiction and non-fiction texts which are with fully decodable and aligned to Letters and Sounds.  This ensures that the books children read at home are 95% decodable, allowing them to practise the phonics which have been taught at school. 

LADY KATHERINE LEVESON CE PRIMARY SCHOOL ENGLISH OVERVIEW

 

 

Autumn 1

Autumn 2

 

Spring 1

Spring 2

 

Summer 1

Summer 2

Y1

 

 

Beeju – Alexis Deacon

 

Narrative: complexity of plot

 

Outcomes: Letter writing; lost poster; character description

 

The Way Back Home – Oliver Jeffers

 

Narrative: Resistant text

 

Outcomes: Descriptive Writing

 

Firework Night – Andrew Collet

 

Poetry: Complexity of symbol

 

Outcomes: Multi-sensory poem based on Firework Night.

 

Pumpkin Soup: Helen Cooper

 

Narrative: Complexity of plot

 

Outcomes: Narrative retelling;  instructional writing

 

 

Trip to the woods – Jane Considine unit

 

Non-fiction: write a recount

 

Outcomes: Compose a recount based upon forest school experience

 

 

Hibernation Hotel – John Kelly

 

Narrative: Non-Linear time sequence

 

Outcomes: Descriptive retelling; non-chron reports

By Myself – Elouise Greenfield

 

Poetry: Complexity of symbol

 

Outcomes: To write effective lines for a poem in the style of By Myself.

 

 

A Squash & a Squeeze J Donaldson

 

Narrative: Complexity of plot

 

Outcomes: write a recount

 

CC Links with Geography

Songs of the Sea – Tomm More

 

Narrative: Visual literacy – Irish Myth

 

Outcomes: Write a description for under the sea.

 

Little Red Riding Hood – Lari Don

 

Narrative: Traditional tale

 

Outcomes: order and retell the plot points of LRRH

Bold Woman in Black History – Vashti Hardy

 

Non-Fiction: Biographical writing

 

Outcomes: Write effective sentences for sporting biography.

 

 

 

 

Y2

 

 

The Colour Monster – Anna Llenas

Narrative: Resistant Text

 

Outcomes: Character description; 1st  person narrative

 

 

CC Links to D&T Making bird feeders Jane Considine

Non-Fiction: Instructional writing

 

Outcomes:  Write a set of instructions

The Owl Who was Afraid of the Dark – Jim Tomlinson

 

Narrative Genre: Complexity of plot

 

Outcomes: Retell an emotive story

 

Meerkat Christmas – Emily Gravett

Non-fiction: Non-linear

 

Outcomes: Write effective sentences for a postcard.

 

CC Links to Geography

 

Where the Forest Meets the Sea- Jeanie Baker Australia

 

Outcomes: Non-chronological report; fact file

 

Bog Baby – Jeannie WIllis

Narrative Genre:  Complexity of character

 

Outcomes: Extended narrative retelling the story

 

The Dark – Daniel Handler

Narrative: Resistant text

Extended Unit

 

Outcomes: Write a poem based on one element of the book; plan a story based on fear with a B/M/E

 

 

 

 

The Day the Crayons Quit – Oliver Jeffers.

 

Non-fiction: Complexity of narrator

 

Outcome: Persuasive letter

 

 

In My Heart – Jo Witek

 

Poetry: Complexity of symbol

 

Outcomes: Describe feelings based on a continuous theme.

A Crow’s Tale – Naomi Howarth

Narrative: fable – complexity of plot

 

Outcomes: Writing from a different viewpoint

 

CC Links Geography

All Kinds of Cars – Carl Johanson / William Bee’s Wonderful World of Tractors and Farm Machines

William Bee

 

Non-fiction: Explanatory texts

 

Outcomes: Explanation writing; non-chron report

Y3

 

 

Stone Age Boy – Satoshi Kitamura

Narrative:

Non-linear time sequence

Outcomes: Adventure Story

 

 

Summer is Here! Jane Considine Unit

Poetry: Complexity of symbol

 

Outcomes: Gather language to describe Autumn; produce a poem about autumn in the style of Summer is Here.

 

Iron Man – Ted Hughes

Narrative: Archaic text

Outcomes: setting scene; diary; instructions;

 

How a Robot Dog works – Jane Considine

Non-Fiction: Information text

 

Outcomes: Writing to explain

 

True Story of the Little Pigs – Jon Scieszka

Narrative:Tales with a twist – complexity of narrator

Outcomes: writing from a different view point

 

Jack and the Beanstalk – Raymond Briggs

Narrative: Tales with a twist – non-linear narrative

Outcomes: compose  a conversation; rewrite the story changing key components

The Secret of Black Rock- Joe Todd Stanton

Narrative: Surreal modern folktale – complexity of plot

Outcomes: Descriptive setting

 

The Dream Giver – Literacy Shed Film Unit

 

Narrative: Visual text

 

Outcomes: Setting description; character description; 1st person recount

 

 

 

 

The Street Beneath My Feet – Charlotte Gullain

Non-Fiction: Mixing urban and rural settings, covering subjects such as geology, archaeology and natural history.

 

Outcomes: Explanation writing

 

CC Link – History

Meet the Ancient Egyptians – James Davies

Non-Fiction:  Information book

 

Outcomes: Non-chron reports; instructional writing;

 

Varjak Paw – SF Said

 

Narrative: Complexity of narrator

 

Extended Unit

 

Outcomes: Descriptive missing poster; extend the narrative.

Y4

 

 

Tuesday – David Weisner

Narrative: Complexity of plot

Outcome: Description; newspaper report

 

The Lost Thing –Shaun Tan

Narrative: Fantasy – resistant text

Outcomes: Creature description; radio script; fantasy story.

 

 

Invite the Author

Non Fiction:

Outcomes: Persuasive Letter

 

Eye of the Wolf/Girl and the Fox: Daniel Panec

 

Novel: Non-linear time sequence

 

Outcomes: writing in the style of – retold narrative based upon the Girl and the Fox

 

 

The Great Choco Plot: Chris Callaghan

Links to Geography – The Rainforest

Narrative: Complexity of plot.

 

Outcomes: Descriptive writing; dialogue; 3rd person narrative.

 

Pigeon Impossible: Literacy Shed Film Unit

 

Outcomes: Journalistic writing

 

The River – Poetry

Valerie Boom

 

Poetry: Resistant text

 

Outcomes: Poetry composition

 

 

Float – Aaron Becker

 

Narrative: Resistant text

 

Outcomes: Adventure story

 

CC Link: The Water Cycle

 

 

The Miraculous Journey of Edward Tulane – Kate DeCamillo

 

Narrative: Complexity of character

 

Extended Unit

 

Outcomes:  Narrative writing and informal letter.

 

A Midsummer Night’s Dream – Shakespeare

 

Narrative: Archaic

Outcomes: Character description; writing in role

 

Feast – Disney Short Film.

Visual Literacy Unit

 

Outcomes: New viewpoint on the same plot: Retell from male owner’s perspective

 

 

Y5

 

 

The Boy at The Back of the class Onjali Q. Raúf

Narrative: Complexity of character

Outcomes: Persuasive letter; diary entry

 

Refuges: Speech taken from Girls in Education

Non-fiction.

Outcomes: Write a persuasive Speech

The Explorers – Katherine Rundell

Narrative: Novel – Complexity of plot

Outcomes: Extended 3rd person narrative

 

BLACK HISTORY MONTH

Non-Fiction: Little Leaders –Bold Woman in Black History: Vashti-Hardy

 

 

 

Mars Transmission:

Non-Fiction – uses The Martian Trailer

Outcomes: Journal writing

 

Roads End – Literacy Shed

Narrative: Sci-Fi visual text / complexity of character

Outcomes: Internal monologue; first person narrative

 

The Present – Jacob Frey

Narrative: Film unit with link to PSHE – living with a disability.

Outcomes: 3rd person narrative

 

Non-Fiction: Screen Use: How healthy behaviour supports children’s wellbeing’ (Public Health England, 2013)

Outcomes: Compose a balanced  argument

 

The Nowhere Emporium – Ross Mackenzie

Novel narrative: Non linea time sequence

 

Outcomes: Biography; setting description building to a 3rd person narrative.

 

The Highway Man – Alfred Noyes

Poetry: Archaic text

 

Outcomes: Poetry to prose.

Beetle Boy – MG Leonard

Narrative: Complexity of character

 

Outcomes: A non-fiction unit designed to be delivered after reading the novel. Create information texts and a formal letter.

 

 

Y6

 

 

Holes – Louis Sachar

Narrative: Non-linea time sequence

Outcomes: Descriptive writing; Letter; Non-chronological report

 

Arrival – Shaun Tan

Narrative: Resistant text/ graphic novel

 

Outcomes: Diary writing; extended narrative

 

Hansel and Gretel – Neil Gaiman

Narrative: Complexity of Narrator

Outcomes: Scene setting

Extended tale with a twist.

 

RE LINK: People who inspire us.

Non-Fiction: Little Leaders –Bold Woman in Black History: Vashti-Hardy

 

 

Dulce et Decorum Est – Owen

Poetry: Archaic /

complexity of symbol

Outcomes: Responding critically to a text; converting poetry into prose.

 

The Watertower – Gary Crew

Graphic text: Resistant text

Outcomes: Police report; extended description.

CC Link – Climate zones and Biomes

Diary – Scott of the Antarctic

Non-Fiction: Archaic texts

Shackleton’s Journey: William Grill

Non Fiction: Pictorial representation

Frozen Planet – BBC

 

Outcomes: Non-chron report; first person account; writing in the style of; extended narrative based on events of Scott.

 

The Graveyard Book  Neil Gaiman

 

Narrative: Mystery Novel – resistant text.

Outcomes: extended 3rd person narrative.

 

 

The Raven: Edgar Alan Poe

Poetry: Archaic/ complexity of symbol

Outcomes: Internal monologue; poetry to prose

 

 

 

 

Boy in the Tower – Polly Ho Yen

Narrative: complexity of narrator/ contemporary fiction

Extended Unit

 

Outcomes: Newspaper report; journal writing; continuing the chapter

NB: this text deals with themes such as young careers; dealing with mental illness