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.
Early Reading
We teach early reading through the systematic, synthetic phonics programme Little Wandle Letters and Sounds Revised. Right from the start of Reception children have a daily phonics lesson which follows the progression for Little Wandle Letters and Sounds and this continues in Year One to ensure children become fluent readers.
We teach phonics for 30 minutes a day. In Reception, we build from 10-minute lessons, with additional daily oral blending games, to the full-length lesson as quickly as possible. Each Friday, we review the week’s teaching to help children become fluent readers.
Children make a strong start in Reception: teaching begins in Week 2 of the Autumn term. We follow the Little Wandle Letters and Sounds Revised expectations of progress (please see below for the progression). Four new phonemes and their corresponding graphemes are taught (GPCs) each week and they are then used in the final lesson of the week to review the week’s learning. Children will also learn tricky words during these sessions.
In the Autumn and Spring term, Reception learn phase 2 and phase 3 GPCs and then will spend the final term learning phase 4.
Year 1 begin the Autumn term with 3 weeks of revision of phases 2, 3 and 4 before learning phase 5, which will be completed by the end of the year. Year 2 children will begin the year by revisiting phase 5 and other previously taught phases to ensure all children are completely confident with applying these GPCs in both their reading and also their writing. (please see the overview here for what this progression looks like). Half termly assessments take place through Reception and Year 1 to help inform future teaching and help identify children who have gaps in their phonic knowledge and need additional practice. Daily assessment of learning also takes place within the classroom so staff can quickly identify any children who are in danger of falling behind and provide the appropriate daily ‘Keep Up’ intervention.
Little Wandle Programme Overview
Reading Practice Sessions
Children in Reception, Year 1 and 2, read fully decodable books with an adult 3 times per week during our ‘Reading Practice’ sessions. These books are then sent home for children to build their reading fluency and showcase their developing skills and phonetic knowledge to their parents/carers. These 3 reading practice sessions each have a different focus; decoding, prosody and comprehension. Our reading books in Reception, Y1 and Y2: Little Wandle Letters and Sounds Revised Big Cat books
Frequent Readers
Our lowest 20% are identified as frequent readers. This means that in addition to their phonics and reading provision, they will have a daily 1:1 session where they will read to an adult. We strive to ensure that no child is left behind and that every child is a frequent reader by the time they leave Year 2.
| LADY KATHERINE LEVESON CE PRIMARY SCHOOL ENGLISH OVERVIEW | |||||||||
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | ||||
| Y1
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Ruby’s Worry
Narrative: Complexity of character
Outcomes: Order and sequence the events of the story – retell through role Retell the story of Ruby
Beeju – Alexis Deacon
Narrative: complexity of plot Outcomes: Letter writing; lost poster; character description |
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. The Way Back Home – Oliver Jeffers Narrative: Resistant text Outcomes: Descriptive Writing |
Bold Woman in Black History – Vashti Hardy
Non-Fiction: Biographical writing Outcomes: Write effective sentences for sporting biography. Little Red Riding Hood – Lari Don
Narrative: Traditional tale Outcomes: order and retell the plot points of LRRH
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| Y2
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The Colour Monster – Anna Llenas
Narrative: Resistant Text Outcomes: Character description; 1st person narrative In My Heart – Jo Witek Poetry: Complexity of symbol Outcomes: Describe feelings based on a continuous theme. |
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 CC Links to D&T Making bird feeders Jane Considine Non-Fiction: Instructional writing Outcomes: Write a set of instructions |
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 |
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| Y3
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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. |
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| Y4
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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 |
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| Y5
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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. |
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| Y6
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Hansel and Gretel – Neil Gaiman Narrative: Complexity of Narrator Outcomes: Scene setting Extended tale with a twist.
Arrival – Shaun Tan Narrative: Resistant text/ graphic novel Outcomes: Diary writing; extended narrative |
Holes – Louis Sachar
Narrative: Non-linea time sequence Outcomes: Descriptive writing; Letter; Non-chronological report
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 |
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