English
Why is English important to us as a school?
English is an important part of school as it allows children to develop their understanding of the world, their ability to write and form opinions and extends their vocabulary. It allowed pupils to understand the language which then provides access to the whole curriculum.
What are the aims of English?
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 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.
How it is English structured?
At St Joseph’s, the English lessons are taught on a 3-week cycle. Within this cycle, the children have the book read to them, answer reading comprehension questions specific to their age group about the book, find the definition of unfamiliar vocabulary from the book, unpick the features of the genre they will be writing in before learning about each EGPS feature and writing using
How do we ensure quality teaching and learning?
Throughout the year, to ensure quality teaching and learning, there are staff meetings held, monitoring of books, moderation of writing and planning and scrutinies of books done by the Head Teacher, English Leader and often outside agencies. This helps to ensure that quality planning and teaching is being done through the school as well as any good practice shared. Observations are done once a year in conjunction with the monitoring of books and planning.
What do we hope children will get from English?
Through the English lessons, we hope to broaden the pupil’s knowledge on classic texts as well as texts that can inspire and motivate them. We hope to develop their knowledge and understanding of grammatical features and when each feature will and can be used in a genre of writing. We hope to immerse children in inspiring texts and promote the love of books and reading that teachers have. Finally, we aim to develop;
• The habit of reading widely and often, for both pleasure and information.
• A wide vocabulary and a technical understanding of how the English language works.
• The ability to write clearly, accurately and coherently, adapting their language and style in and for, a range of contexts, purposes and audiences.
• The ability to use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas.
• Competency in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.
What we teach across the school in this subject
|
|
HT1 |
HT2 |
HT3 |
HT4 |
HT5 |
HT6 |
|
Nursery
|
Don’t wake the baby Crocodiles Can’t Brush their teeth Funnybones |
The Christmas Story Gingerbread Man Little red riding hood The Enormous Turnip Goldilocks 3 Little pigs Jack & the beanstalk
|
Twinkl – Busy People series Charlie the fire fighter Police Doctor School Vets |
The Easter Story The little red hen Dear Zoo Rainbow Fish The very hungry Caterpillar Penguin Small Rumble in the jungle |
The train ride Shark in the Park Don’t forget the bacon Going on a Bear hunt |
Supertato The Queens Knickers Pirates love underpants Aliens love underpants Mog & Meg |
|
Reception EYFS |
Colour Monster
Our Class is a Family
You Choose |
Prince Cinders
Cinderella
Jack and the Beanstalk
Christmas texts |
Aagh Spider
Owl Babies
Non-fiction texts
Blue Penguin |
Handa’s Surprise
A Stroll Through the Seasons
If you hold a seed
Non-fiction texts
|
Naughty Bus
Oi, Get off our Train
The Airport Book
The Train Ride |
At the Beach
Sally and the Limpet
What the Ladybird Heart at the Seaside
|
|
Year 1
|
The Bear and the Piano by David Litchfield (Character description) Last Stop on Market Street by Matt De La Pena (Setting Description)
|
Firework Night by Andrew Collet (Poem) When I Am By Myself by Eloise Greenfield (Poem) Christmas Poetry (Poem)
|
Non – Fiction Text – The History of Toys by Helen Cox Cannons (Information Text) The Way Back Home by Oliver Jeffers (Instructions) |
Little Red Riding Hood by Lari Don
(Narrative) Little Red Riding Hood by Lari Don (Letter) |
Bold Women in Black History by Vashti Harrison (Diary) The Storm Whale by Benji Davies (Narrative) |
Non – Fiction Seasons and Weather by Hollie Bathie (Informative text) Wombat Goes Walkabout by Michael Morpurgo |
|
Year 2
|
Tuesday Letter to inform
Billy and the beast Instructions |
Bob the man on the moon Narrative
Recount
Leah’s Star Diary entry |
Meerkat Mail Letter to persuade
The whale who wanted more Explanation text |
Great fire of London Non-chronological report
Recount |
Inside the villains Narrative
Poetry
|
Counting on Katherine Report |
|
Year 3
|
Wonder Character description
Stone Age Boy
Informal letter Instructions Chronological report |
The Christmas Miracle of Jonathan Toomey Character description Short story |
We’re Sailing Down the Nile Diary entry Recount of a trip |
Dear Earth Persuasive Leaflet David Attenborough(Little People, Big dreams) Biography |
Romans on the Rampage Setting description Formal Letter |
The Pebble in my Pocket Non-chronological report The Giant that Stirred Rhyming couplets |
|
Year 4
|
The Great Kapok Tree Explanation text
Setting description |
Macbeth 3rd Person Narrative
Poetry – Rhyming Couplets |
Beowulf Character Description
Story with an historical setting |
BFG Newspaper Report
Instructions |
The Iron Man Biography
Letter (Apology) |
How to train your Dragon Story in an imaginary world
Playscript |
|
Year 5
|
The day the crayons quit Informal letter
Flotsam Diary Entry |
The Highwayman Narrative poetry
A Christmas Carol Recount |
Private Peaceful
Newspaper report Setting description
|
Earth Heroes Biography
One Home Persuasive leaflet |
Who let the Gods out?
Non- chronological report Instructions |
Who let the Gods out?
Balanced argument
Recount |
|
Year 6
|
Peter and the Wolf – Film Fox Narrative Diary entry |
The Village that Vanished & From Slaveship to Freedom Road Narrative The Story of Harriet Tubman Biography Still I Rise Poetry – figurative language |
The Hound of the Baskervilles Mystery story Character Description |
After the War Formal letter/informal letter
|
Everest AdventuresHistorical narrative |
My Story – Mill Girl by Sue Reid Diary Entry
And Miss Carter Wore Pink by Helen Bradley Biography |
Genres to be taught:
|
|
Writing to inform |
Writing to entertain |
Writing to persuade |
Writing to discuss |
Poetry |
|
KS1 |
Recount Letter Instructions |
Story Character description Setting description Diary entry Invitation |
Letter
|
|
Rhyming poetry Classic poetry |
|
LKS2 |
Recount Biography Newspaper Instructions |
Story Character description Setting description Diary entry
|
Advert Letter |
Review |
Narrative poetry Free verse poetry
Acrostic Haiku
|
|
UKS2 |
Recount Biography Newspaper Instructions |
Story Character description Setting description Diary entry Play Script
|
Advert Letter
|
Argument Review |
Key Learning in Reading
Key Learning in Writing
English
Why is English important to us as a school?
English is an important part of school as it allows children to develop their understanding of the world, their ability to write and form opinions and extends their vocabulary. It allowed pupils to understand the language which then provides access to the whole curriculum.
What are the aims of English?
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 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.
How it is English structured?
At St Joseph’s, the English lessons are taught on a 3-week cycle. Within this cycle, the children have the book read to them, answer reading comprehension questions specific to their age group about the book, find the definition of unfamiliar vocabulary from the book, unpick the features of the genre they will be writing in before learning about each EGPS feature and writing using
How do we ensure quality teaching and learning?
Throughout the year, to ensure quality teaching and learning, there are staff meetings held, monitoring of books, moderation of writing and planning and scrutinies of books done by the Head Teacher, English Leader and often outside agencies. This helps to ensure that quality planning and teaching is being done through the school as well as any good practice shared. Observations are done once a year in conjunction with the monitoring of books and planning.
What do we hope children will get from English?
Through the English lessons, we hope to broaden the pupil’s knowledge on classic texts as well as texts that can inspire and motivate them. We hope to develop their knowledge and understanding of grammatical features and when each feature will and can be used in a genre of writing. We hope to immerse children in inspiring texts and promote the love of books and reading that teachers have. Finally, we aim to develop;
• The habit of reading widely and often, for both pleasure and information.
• A wide vocabulary and a technical understanding of how the English language works.
• The ability to write clearly, accurately and coherently, adapting their language and style in and for, a range of contexts, purposes and audiences.
• The ability to use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas.
• Competency in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.
What we teach across the school in this subject
|
|
HT1 |
HT2 |
HT3 |
HT4 |
HT5 |
HT6 |
|
Nursery
|
Don’t wake the baby Crocodiles Can’t Brush their teeth Funnybones |
The Christmas Story Gingerbread Man Little red riding hood The Enormous Turnip Goldilocks 3 Little pigs Jack & the beanstalk
|
Twinkl – Busy People series Charlie the fire fighter Police Doctor School Vets |
The Easter Story The little red hen Dear Zoo Rainbow Fish The very hungry Caterpillar Penguin Small Rumble in the jungle |
The train ride Shark in the Park Don’t forget the bacon Going on a Bear hunt |
Supertato The Queens Knickers Pirates love underpants Aliens love underpants Mog & Meg |
|
Reception EYFS |
Colour Monster
Our Class is a Family
You Choose |
Prince Cinders
Cinderella
Jack and the Beanstalk
Christmas texts |
Aagh Spider
Owl Babies
Non-fiction texts
Blue Penguin |
Handa’s Surprise
A Stroll Through the Seasons
If you hold a seed
Non-fiction texts
|
Naughty Bus
Oi, Get off our Train
The Airport Book
The Train Ride |
At the Beach
Sally and the Limpet
What the Ladybird Heart at the Seaside
|
|
Year 1
|
The Bear and the Piano by David Litchfield (Character description) Last Stop on Market Street by Matt De La Pena (Setting Description)
|
Firework Night by Andrew Collet (Poem) When I Am By Myself by Eloise Greenfield (Poem) Christmas Poetry (Poem)
|
Non – Fiction Text – The History of Toys by Helen Cox Cannons (Information Text) The Way Back Home by Oliver Jeffers (Instructions) |
Little Red Riding Hood by Lari Don
(Narrative) Little Red Riding Hood by Lari Don (Letter) |
Bold Women in Black History by Vashti Harrison (Diary) The Storm Whale by Benji Davies (Narrative) |
Non – Fiction Seasons and Weather by Hollie Bathie (Informative text) Wombat Goes Walkabout by Michael Morpurgo |
|
Year 2
|
Tuesday Letter to inform
Billy and the beast Instructions |
Bob the man on the moon Narrative
Recount
Leah’s Star Diary entry |
Meerkat Mail Letter to persuade
The whale who wanted more Explanation text |
Great fire of London Non-chronological report
Recount |
Inside the villains Narrative
Poetry
|
Counting on Katherine Report |
|
Year 3
|
Wonder Character description
Stone Age Boy
Informal letter Instructions Chronological report |
The Christmas Miracle of Jonathan Toomey Character description Short story |
We’re Sailing Down the Nile Diary entry Recount of a trip |
Dear Earth Persuasive Leaflet David Attenborough(Little People, Big dreams) Biography |
Romans on the Rampage Setting description Formal Letter |
The Pebble in my Pocket Non-chronological report The Giant that Stirred Rhyming couplets |
|
Year 4
|
The Great Kapok Tree Explanation text
Setting description |
Macbeth 3rd Person Narrative
Poetry – Rhyming Couplets |
Beowulf Character Description
Story with an historical setting |
BFG Newspaper Report
Instructions |
The Iron Man Biography
Letter (Apology) |
How to train your Dragon Story in an imaginary world
Playscript |
|
Year 5
|
The day the crayons quit Informal letter
Flotsam Diary Entry |
The Highwayman Narrative poetry
A Christmas Carol Recount |
Private Peaceful
Newspaper report Setting description
|
Earth Heroes Biography
One Home Persuasive leaflet |
Who let the Gods out?
Non- chronological report Instructions |
Who let the Gods out?
Balanced argument
Recount |
|
Year 6
|
Peter and the Wolf – Film Fox Narrative Diary entry |
The Village that Vanished & From Slaveship to Freedom Road Narrative The Story of Harriet Tubman Biography Still I Rise Poetry – figurative language |
The Hound of the Baskervilles Mystery story Character Description |
After the War Formal letter/informal letter
|
Everest AdventuresHistorical narrative |
My Story – Mill Girl by Sue Reid Diary Entry
And Miss Carter Wore Pink by Helen Bradley Biography |
Genres to be taught:
|
|
Writing to inform |
Writing to entertain |
Writing to persuade |
Writing to discuss |
Poetry |
|
KS1 |
Recount Letter Instructions |
Story Character description Setting description Diary entry Invitation |
Letter
|
|
Rhyming poetry Classic poetry |
|
LKS2 |
Recount Biography Newspaper Instructions |
Story Character description Setting description Diary entry
|
Advert Letter |
Review |
Narrative poetry Free verse poetry
Acrostic Haiku
|
|
UKS2 |
Recount Biography Newspaper Instructions |
Story Character description Setting description Diary entry Play Script
|
Advert Letter
|
Argument Review |
Key Learning in Reading
Key Learning in Writing
English
Why is English important to us as a school?
English is an important part of school as it allows children to develop their understanding of the world, their ability to write and form opinions and extends their vocabulary. It allowed pupils to understand the language which then provides access to the whole curriculum.
What are the aims of English?
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 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.
How it is English structured?
At St Joseph’s, the English lessons are taught on a 3-week cycle. Within this cycle, the children have the book read to them, answer reading comprehension questions specific to their age group about the book, find the definition of unfamiliar vocabulary from the book, unpick the features of the genre they will be writing in before learning about each EGPS feature and writing using
How do we ensure quality teaching and learning?
Throughout the year, to ensure quality teaching and learning, there are staff meetings held, monitoring of books, moderation of writing and planning and scrutinies of books done by the Head Teacher, English Leader and often outside agencies. This helps to ensure that quality planning and teaching is being done through the school as well as any good practice shared. Observations are done once a year in conjunction with the monitoring of books and planning.
What do we hope children will get from English?
Through the English lessons, we hope to broaden the pupil’s knowledge on classic texts as well as texts that can inspire and motivate them. We hope to develop their knowledge and understanding of grammatical features and when each feature will and can be used in a genre of writing. We hope to immerse children in inspiring texts and promote the love of books and reading that teachers have. Finally, we aim to develop;
• The habit of reading widely and often, for both pleasure and information.
• A wide vocabulary and a technical understanding of how the English language works.
• The ability to write clearly, accurately and coherently, adapting their language and style in and for, a range of contexts, purposes and audiences.
• The ability to use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas.
• Competency in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.
What we teach across the school in this subject
|
|
HT1 |
HT2 |
HT3 |
HT4 |
HT5 |
HT6 |
|
Nursery
|
Don’t wake the baby Crocodiles Can’t Brush their teeth Funnybones |
The Christmas Story Gingerbread Man Little red riding hood The Enormous Turnip Goldilocks 3 Little pigs Jack & the beanstalk
|
Twinkl – Busy People series Charlie the fire fighter Police Doctor School Vets |
The Easter Story The little red hen Dear Zoo Rainbow Fish The very hungry Caterpillar Penguin Small Rumble in the jungle |
The train ride Shark in the Park Don’t forget the bacon Going on a Bear hunt |
Supertato The Queens Knickers Pirates love underpants Aliens love underpants Mog & Meg |
|
Reception EYFS |
Colour Monster
Our Class is a Family
You Choose |
Prince Cinders
Cinderella
Jack and the Beanstalk
Christmas texts |
Aagh Spider
Owl Babies
Non-fiction texts
Blue Penguin |
Handa’s Surprise
A Stroll Through the Seasons
If you hold a seed
Non-fiction texts
|
Naughty Bus
Oi, Get off our Train
The Airport Book
The Train Ride |
At the Beach
Sally and the Limpet
What the Ladybird Heart at the Seaside
|
|
Year 1
|
The Bear and the Piano by David Litchfield (Character description) Last Stop on Market Street by Matt De La Pena (Setting Description)
|
Firework Night by Andrew Collet (Poem) When I Am By Myself by Eloise Greenfield (Poem) Christmas Poetry (Poem)
|
Non – Fiction Text – The History of Toys by Helen Cox Cannons (Information Text) The Way Back Home by Oliver Jeffers (Instructions) |
Little Red Riding Hood by Lari Don
(Narrative) Little Red Riding Hood by Lari Don (Letter) |
Bold Women in Black History by Vashti Harrison (Diary) The Storm Whale by Benji Davies (Narrative) |
Non – Fiction Seasons and Weather by Hollie Bathie (Informative text) Wombat Goes Walkabout by Michael Morpurgo |
|
Year 2
|
Tuesday Letter to inform
Billy and the beast Instructions |
Bob the man on the moon Narrative
Recount
Leah’s Star Diary entry |
Meerkat Mail Letter to persuade
The whale who wanted more Explanation text |
Great fire of London Non-chronological report
Recount |
Inside the villains Narrative
Poetry
|
Counting on Katherine Report |
|
Year 3
|
Wonder Character description
Stone Age Boy
Informal letter Instructions Chronological report |
The Christmas Miracle of Jonathan Toomey Character description Short story |
We’re Sailing Down the Nile Diary entry Recount of a trip |
Dear Earth Persuasive Leaflet David Attenborough(Little People, Big dreams) Biography |
Romans on the Rampage Setting description Formal Letter |
The Pebble in my Pocket Non-chronological report The Giant that Stirred Rhyming couplets |
|
Year 4
|
The Great Kapok Tree Explanation text
Setting description |
Macbeth 3rd Person Narrative
Poetry – Rhyming Couplets |
Beowulf Character Description
Story with an historical setting |
BFG Newspaper Report
Instructions |
The Iron Man Biography
Letter (Apology) |
How to train your Dragon Story in an imaginary world
Playscript |
|
Year 5
|
The day the crayons quit Informal letter
Flotsam Diary Entry |
The Highwayman Narrative poetry
A Christmas Carol Recount |
Private Peaceful
Newspaper report Setting description
|
Earth Heroes Biography
One Home Persuasive leaflet |
Who let the Gods out?
Non- chronological report Instructions |
Who let the Gods out?
Balanced argument
Recount |
|
Year 6
|
Peter and the Wolf – Film Fox Narrative Diary entry |
The Village that Vanished & From Slaveship to Freedom Road Narrative The Story of Harriet Tubman Biography Still I Rise Poetry – figurative language |
The Hound of the Baskervilles Mystery story Character Description |
After the War Formal letter/informal letter
|
Everest AdventuresHistorical narrative |
My Story – Mill Girl by Sue Reid Diary Entry
And Miss Carter Wore Pink by Helen Bradley Biography |
Genres to be taught:
|
|
Writing to inform |
Writing to entertain |
Writing to persuade |
Writing to discuss |
Poetry |
|
KS1 |
Recount Letter Instructions |
Story Character description Setting description Diary entry Invitation |
Letter
|
|
Rhyming poetry Classic poetry |
|
LKS2 |
Recount Biography Newspaper Instructions |
Story Character description Setting description Diary entry
|
Advert Letter |
Review |
Narrative poetry Free verse poetry
Acrostic Haiku
|
|
UKS2 |
Recount Biography Newspaper Instructions |
Story Character description Setting description Diary entry Play Script
|
Advert Letter
|
Argument Review |