PURPOSE OF STUDY

English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils, therefore, who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.

Aims

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 word, 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 arange 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

 

CURRICULUM MAPS

• Transition unit.
• Baseline tests.
• Writing to persuade.
• Narrative writing.
• Reading unit: Baba Yaga’s Daughter by Joan Aitken (or other appropriate short story).
• Non-chronological report.
• Personification poetry.
• Ongoing reading focus, to include guided reading.
• Ongoing SPaG focus.

• Baseline tests.
• Narrative writing.
• Personal writing.
• Non-chronological report.
• Writing to argue/persuade.
• Writing to inform/explain.
• Ongoing SPaG focus.
• Ongoing Reading test focus

• Baseline tests.
• Themed Unit: The Island to include a variety of literary and non-literary texts, speaking and listening, drama and writing.
• Unit of work based on a class novel. An analytical unit, designed to develop and extend skills of analysis and critical reading. Includes written responses, speaking and listening and opportunities for drama.
•Creative writing - A Christmas Ghost Story.

• Baseline tests.
• Themed Unit: Relationships to include a variety of literary and non-literary texts, speaking and listening, drama and writing.
• Romeo and Juliet by William Shakespeare – focus on theme. How are child/parent relationships presented in the play?
• Creative writing - A Christmas Ghost Story.

• Unit of work based on a class novel. An analytical unit, designed to develop and extend skills of analysis and critical reading. Includes written responses, speaking and listening and opportunities for drama.
• Discursive writing - balanced argument.
• Journalistic writing.
• Myths and legends – monster narrative.
• Ongoing reading focus, to include guided reading.
• Ongoing SPaG focus.

• Reading Units with focus on KS2 domains.
• Mock test.
• Ongoing SPaG focus.
• Ongoing writing focus.

• Macbeth by William Shakespeare – Explore the changes in Macbeth and Lady Macbeth from Act 1 scene 5 to the end of the play.
• Reading anthology

• Reading anthology.
• Unit of work based on a class novel/series of short stories linked by author/theme or genre. An analytical unit, designed to develop and extend skills of analysis and critical reading. Includes written responses, speaking and listening and opportunities for drama.
• Poetry from other cultures anthology, including texts from the literary heritage and texts from differing cultures.
• Personal poetry anthology.

• The Arrival – reading the graphic novel.
• Reading Unit: Nanny and the Redcoats – explore the structure of the short story.
• Poetry Unit – Charles Causley
• Letters to complain/persuade.
• Animal poetry
• Summative assessments.
• Ongoing reading focus, to include guided reading.
• Ongoing SPaG focus.

• SATS preparation and tests.
• Preparation of writing portfolio to include all aspects of writing from term 1.
• Unit of work based on a class novel. An analytical unit, designed to develop and extend skills of analysis and critical reading. Includes written responses, speaking and listening and opportunities for drama.

• Macbeth by William Shakespeare (continued).
• Conflict poetry anthology, including texts from the literary heritage and texts from differing cultures.
• Reading challenge.
• Summative assessments

• Themed Unit: Identity to include a variety of literary and non-literary texts, speaking and listening, drama and writing.
• Reading challenge.
• Summative assessments
• Transition work for High School.

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