Learn · Grow · Thrive

English

Strapline: 

Exposing Children to new worlds and horizons through the power of Reading and Writing

Vision

We envision that every child across both schools will have access to a broad and engaging English curriculum which will support and challenge each individual’s reading and writing potential. Through a text rich writing curriculum, we will expose children to new worlds, experiences and ideas, expanding their horizons. In turn this will develop and expand each child’s positive attitudes and create a life-long appreciation of literature and English language.

End points

  • Reading, possess a functional reading level
  • Express and understand a range of opinions, including your own
  • Have appropriate communication skills to function appropriately in wider society
  • To have the skills and understanding to engage with and access written and oral communication in a variety of contexts effectively.

Domains of Knowledge

Fiction

Non – Fiction

Poetry and Drama

Speaking and Listening & Communication

Phonics/Reading Comprehension

·    Fairy/Traditional Tales

·    Key authors

·    Myths and Legends

·    Stories from other cultures/historical settings

·    Adventure Stories

·    Suspense and Mystery

·    Non-Chronological reports

·    Recount

·    Newspapers

·    Instructions

·    Biographies

·    Letter/Diary writing

·    Persuasion

·    Key Poets

·    Rhyming

·    Kenning

·    Performance Poetry

·    Acrostic

·    Play-scripts

·    Drama – Hot Seating

 

·    Debates

·    Speaking and Listening

·    Narrative Intervention (NIP)

·    Sharing stories

·    Reciting

·         Inference - meaning of words in context

·         Prediction - Retrieve and Record information

·         Summarising - Comparisons

·         Language choice


Concept

Propositional knowledge (knowing that)

Procedural knowledge (knowing how)

Grammar

KS1: Word, word classes, sentence, text, noun, adjective, verb, present tense, past tense, future tense, singular, plural, phrase, adverb, conjunction, preposition, Types of sentences, noun phrases.

KS2: pronoun, possessive, possessive pronoun, suffix, noun phrases, statement, question, exclamation, command, paragraph, direct speech, indirect speech, clause, main clause, subordinate clause, adverbial, fronted adverbials, article, synonym, antonym, determiner, relative clause, independent clause, model verbs, preposition, cohesion, progressive, present perfect, compound, verb inflections, modal, relative pronoun, passive (voice), active (voice), sentence structure.

KS1/KS2

Using and identifying the propositional knowledge in a range of different writing genres and purposes consistently.

Spelling & vocabulary

KS1: phoneme, grapheme, digraph, split digraph, syllable, trigraph, vowel, consonant, homophones, prefix, suffix, apostrophe for contraction, root word

 

KS2: phoneme, grapheme, digraph, split digraph, syllable, trigraph, vowel, consonant, homophones, prefix, suffix, apostrophe for contraction, root word , hyphenated words, , subject, object, family of words, passive and active voice

KS1/KS2

Using phonics to be able to break down known and unknown words in spelling. Being able to identify the propositional knowledge when identify knew vocabulary and when writing spellings

Punctuation

KS1: Capital Letter, Full Stop, Question mark, Exclamation Mark, Comma in a list, Apostrophe for possession.

 

KS2: Capital Letter, Full Stop, Question mark, Exclamation Mark, Comma in a list, Apostrophe for possession, Inverted commas, brackets, dashes, apostrophes, parenthesis, commas, ellipsis, semi colon, colon and bullet points.

KS1/KS2

Using and identifying the propositional knowledge in a range of different writing genres and purposes consistently.

Language techniques & elements of rhetoric

KS1: Vocabulary, synonym, noun, adjective, verb, adverb, noun phrase, writing to instruct, writing to persuade, writing to inform.

 

KS2: Vocabulary, synonym, noun, adjective, verb, adverb, writing to instruct, writing to persuade, writing to inform, simile, metaphor, alliteration and sibilance, preposition, direct and indirect speech, personification, dialogue, noun phrase, cohesive devices.

KS1/KS2

Using and applying a range of language and elements of rhetoric into a range of different writing genres.  Children should also be able to identify the propositional language in a range of texts which have been created for different purposes.

Structure and layout

KS1/KS2 (Propositional knowledge is being able to identify these features and procedural is being able to use an identify these features over a range of genres)

Structure: Setting, beginning, ending, problem, resolution, build-up, chronological, non-chronological, flashback/flash forward, atmosphere, cohesion, plot points, chapter, versus, cast list, scene

Layout: Paragraph, heading, sub-heading, column, bullet, table, caption, list, stanza, verse

 

Writing stages & sequencing

KS1/KS2 (Propositional knowledge is being able to identify these features and procedural is being able to use and identify these features over a range of genres)

Planning writing, story map, planning devices, oral rehearsal, draft, edit, analysing writing, proofread, self and peer assess.

Spoken language

KS1/KS2 (Propositional knowledge is being able to identify these features and procedural is being able to use and identify these features over a range of genres)

 Listen, respond, relevant questions, vocabulary, descriptions, explanation, narratives, express feelings, collaborative conversations, speculating, hypothesising, imagining, exploring ideas, Standard English, discussions, presentations, performances, role play, improvisations, debates, viewpoints, registers

Phonics and reading comprehension

KS1

-    Being able to identify phonics sounds (Stage 1-5) being able to read them in real and pseudo words

-    read accurately words of two or more syllables that contain the same graphemes as above  read words containing common suffixes

-     read common exception words,

-    read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered 

-    read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation

-     re-read books to build up their fluency and confidence in word reading

Children will be able to apply these skills to a range of different texts, in English lessons, Guided reading activities and across the curriculum.

 

KS2

- continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks

-  reading books that are structured in different ways and reading for a range of purposes

-  increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions

- recommending books that they have read to their peers, giving reasons for their choices

- identifying and discussing themes and conventions in and across a wide range of writing

-  making comparisons within and across books

- learning a wider range of poetry by heart

-  preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience

-  understand what they read by: checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context

- asking questions to improve their understanding

-  drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence

- predicting what might happen from details stated and implied

-  summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas

-  identifying how language, structure and presentation contribute to meaning  discuss and evaluate how authors use language, including figurative language, considering the impact on the reader  distinguish between statements of fact and opinion

-  retrieve, record and present information from non-fiction  participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously

-  explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary 

- provide reasoned justifications for their views

Children will be able to apply these skills to a range of different texts, in English lessons, Guided reading activities and across the curriculum.