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English

OUR ENGLISH CURRICULUM

 

 

Autumn

Spring

Summer

 

Power of Reading focus

Talk for Writing focus

Power of Reading focus

Talk for Writing focus

Power of Reading focus

Talk for Writing focus

EYFS

Share two stories linked to topic

Non-fiction focus

Share two factual books linked to topic including recipes/ lists/ fact files

Stories

 

Share other types of writing- letters/ diaries ect…

Stories

Key Stage One

Fiction focus- modern authors

Non-fiction focus

Non-fiction focus – factual books, brochures, letters, newspapers, biography

Stories

  • Quest/ adventure

( journey tale)

  • Fairy tale

 ( warning tale)

Fiction focus / poetry- classical/ traditional

Stories

  • ‘Lost’ story

( losing tale)

  • Alien/ monster story

(conquering the monster tale)

Key Stage Two

Fiction focus- modern fiction

Non-fiction focus

Non-fiction focus – factual books, brochures, letters, newspapers, biography, autobiography

Stories

  • Quest/ adventure

(journey tale)

  • Story with a moral

( character flaw tale)

  • School / friendship story

( meeting tale)

  • Making mistakes

(Warning tale)

 

Fiction focus/ poetry – classic novels

Stories

  • Myths/ legends

( wishing tale)

  • Science Fiction

(warning tale)

  • Horror/ mystery

(finding  tale)

  • Overcoming a fear

(Tale of fear)

  • History story

(Rags to riches tale)

 

 

 

Reading

 

Our Curriculum ensures that pupils are exposed to a range of different text types: non-fiction, modern fiction, historical fiction, cultural, narrative and choral poetry and classic novels, to name a few. We encourage immersion in whole novels and use these as the basis for a range of English activities. Every other half term, pupils in Key Stages One and Two will use a ‘Power of Reading’ ( https://clpe.org.uk/powerofreading) approach in English which forms the basis for many of the English lessons over a number of weeks.

 

For example, Key Stage Two, pupils might read ‘Wolf Brother’ by M Paver. They will use this text to develop their comprehension skills, to write in character, to write diaries, and to write in other forms such as playscripts, brochures and fact files. Often these texts are linked to the class science, history or geography topic.

 

Pupils have their own reading books and silent and paired reading is part of the timetable. Pupils have different books in school and for reading at home, to ensure quality of reading comprehension and to enable ‘Accelerated Reading’ to be used.

 

 

Books for Silent Reading/ Reading to an adult in school

Books for Pleasurable reading at home

EYFS

Read, Write Inc books matching phonics scheme

Any other books/ library books

KS1

Read, Write Inc books matching phonics scheme/

Accelerated Reading books if completed phonics

KS2

Accelerated Reading books

 

 

 

 Pupils are expected to read at home and records of individual reading are kept in staff records and bookmarks. We endeavour to instil a love of reading for pleasure in our pupils, championing the joys of being ‘lost in a book’ and the capacity of a novel to transport the reader into a different time and space. We model this in our weekly timetable and by encouraging the use of our engaging libraries. Accelerated Reader (https://hosted23.renlearn.com/711559/) is a programme which encourages reading for pleasure and for understanding, through quizzes and online games.

 

Our pupils have access to a range of books and other reading material within our school library in classrooms. The school also borrows book boxes from the county library on a regular basis.

 

 

Writing

Our pupils are expected to write in all subjects and from the very beginning of their time in school, they are given opportunities to communicate in this way.  In the EYFS, early writing is encouraged in all areas of the continuous provision. Our staff model writing in the role-play area so that pupils feel confident in having a go- this might include writing a shopping list, planning a model or writing a postcard. We teach letters alongside their sounds in phonics from the nursery onwards using the ‘Read, write, inc’ programme.

 

Writing is taught as part of whole English lessons and staff use a variety of methods to teach the mechanical elements as well as the creative ones. The key to success in writing is a good understanding and assessment of the pupil’s needs and using these to plan and support the next steps in learning. Our staff use writing checklists alongside the National Curriculum and their own experience, to help with this. As with the EYFS, we do believe that modelling and talking about the writing process, in whole class or small groups, is essential for children to understand what is expected and raise standards.

 

We believe that it is important for pupils to be able to write confidently in a variety of ways and seek to give them opportunities to do so and to learn from the re-drafting process. We use a ‘Talk for Writing’ approach to teaching writing that encompasses a three-stage pedagogy: ‘imitation’ (where pupils learn and internalise texts, to identify transferrable ideas and structures), ‘innovation’ (where pupils use these ideas and structures to co-construct new versions with their teachers), and ‘invention’ (where teachers help pupils to create original texts independently). These tasks aim to improve writing ability by giving pupils an understanding of the structure and elements of written language. This approach is used as a half termly focus. More information about this can be found at https://www.talk4writing.co.uk/.

 

NB- Story Writing fits into several key plots: Wishing tale, Warning tale, Conquering the monster tale, Finding Tale, Journey tale, losing tale, Rags to riches, Tale of fear, Meeting tale, Character flaw

We teach these using a simple plot structure- opening-problem-resolution- ending

 

Grammar, Punctuation and Spelling

 

A key focus of the curriculum is the knowledge and application of grammar and accurate spelling. Our pupils have weekly sessions which centrally focus on these elements of learning and these are followed up in other sessions too. It is important that pupils understand that grammar and spelling runs through all the writing that they do and that we see their learning reflected in work scrutiny in a range of subjects.

 

Key Stage One pupils learn spellings through phonics and a particular focus on ‘tricky words’.

In Key Stage Two, rules are taught in school and revised for homework.

 

Speaking and listening

 

We recognise that key to the development of learning is being able to articulate your ideas in a sensible way, orally. Through the process of speaking to another person, ideas can be organised, refined and rehearsed.

We encourage our pupils to be good listeners both in whole class and smaller, more intimate situations. However, we expect pupils to be active in their listening, engaging with the speaker and listening in order to learn from what is being said or to ask questions about it. Our staff model active listening with their students and teach the key elements which include making eye contact, using appropriate body language and being able to isolate the main points, tone and response needed to move a conversation on. We also discourage calling-out in class and other disrespectful behaviours like speaking over someone or disparaging remarks.

 

Being able to speak confidently in public is an important skill to develop. We use the opportunities provided by daily assemblies, regular drama and play events to support this. Moreover, we encourage our pupils to speak for themselves to visitors and guests. Our yearly Poetry Recital and Public Speaking events are another way in which our pupils develop their confidence and capability in this regard.

 

Cross-curricular

Aspects of the English Curriculum are to be found in all other curriculum areas. Where possible our lessons in other subjects, help pupils to embed their learning in this area. For example pupils might write reports in Geography, History or Science. They might carry out a discussion or debate in Religious Education and PHSE and they are likely to develop comprehension skills when reading any text in another subject.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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