English (Primary)

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English (Primary)

At Starbank, our English policy and practice is rooted in a sound understanding of the essential role of a high-quality education in English to continually nurture those skills of language that are vital in enabling each one of our pupils to experience educational success. We believe in an engaging and cohesive English curriculum that gives pupils the best possible opportunities to become confident, literate, successful members of society; with a deep love and understanding of English language and literature.

We aim to develop pupils’ mastery of spoken language, reading, writing and vocabulary. We strive to continually reflect on and refine our curriculum design, so our pupils enjoy their learning and make substantial and sustained progress in English, throughout year groups and across all subjects.

The curriculum design nurtures pupils who read easily, fluently and with enjoyment and depth of understanding. Pupils also progress into effective, not formulaic writers as they learn about how writers use language and words to impact on the reader and use them as models for their own writing.

High-quality and rich texts underpin our English curriculum and are at the heart of nurturing a love for reading in our pupils and purposeful writers.

Through language and literature, we value and celebrate diversity and encourage pupils to develop knowledge of themselves and the world in which they live.

At Starbank, a systematic synthetic phonics programme (SSP) delivered through Read, Write Inc RWI), shared reading in years 2 to 6, DEAR (Drop Everything and Read) individual/group reading tutoring and independent reading is integrated to create a comprehensive and cohesive reading curriculum to develop enthusiastic, autonomous and perceptive readers

Whilst children are learning to read in EYFS and KS1, there is full fidelity to the Read, Write Inc SSP with pupils using only RWI decodable books. Once pupils exit the RWI programme, they progress onto books within our selected reading scheme: Oxford Reading Tree. As pupils progress further into confident and very fluent readers, they have access to a wide range of texts. This instructional teaching of reading is against a backdrop of access, throughout the school years, to a wide range of books to read for pleasure using Star Readers and class libraries

We believe that grammar is most effective when taught in the context of reading and writing and supported by discrete sessions. Therefore, alongside discrete grammar sessions from year 2 to year 6, teaching and learning of grammar is planned into the English teaching and learning sequence within meaningful contexts.

We recognise the importance of spelling to support our pupils to become fluent and effective writers. In Reception and KS1, children are taught to blend sounds to read and segment to spell through daily phonics sessions. At the same time, they learn words which are not phonetically regular (common exception words). In year 2 and KS2, the pupils build upon their phonic knowledge to help them to understand spelling rules and patterns introduced which are then continually practised. We teach pupils to use their growing understanding of the morphology and etymology of words to support their spelling.

English Curriculum Map

Year 1

Autumn 1
STORIES WITH PREDICTABLE AND PATTERNED LANGUAGE

POETRY – SENSE POETRY

Autumn 2
NARRATIVE-STORIES BASED ON A THEME

RECOUNT

Spring 1
NARRATIVE – TRADITIONAL & FAIRY TALES

NON-CHRONOLOGICAL REPORT/INFORMATION TEXT

Spring 2
NARRATIVE – STORIES WITH A FAMILIAR SETTING

INSTRUCTIONS

Summer 1
NARRATIVE – STORIES FROM A RANGE OF CULTURES

POETRY – FROM AROUND THE WORLD

Summer 2
NARRATIVE – STORIES ABOUT FANTASY WORLDS

NON-CHRONOLOGICAL REPORT/INFORMATION TEXT

Year 2

Autumn 1
NARRATIVE – STORIES WITH A FAMILIAR SETTING

DIARY/PERSONAL RECOUNT

Autumn 2
NARRATIVE – TRADITIONAL TALES

LETTERS & POSTCARDS

Spring 1
EXPLANATION

POETRY – REALLY LOOKING

Spring 2
NARRATIVE – DIFFERENT STORIES BY THE SAME AUTHOR

RECOUNT

Summer 1
NARRATIVE – EXTENDED STORIES & SIGNIFICANT AUTHORS

INSTRUCTIONS

Summer 2
NON-CHRONOLOGICAL REPORT/INFORMATION TEXT

POETRY – PATTERNS ON A PAGE

Year 3

Autumn 1
NARRATIVE – STORIES WITH A FAMILIAR SETTING

AUTHORS & LETTERS

Autumn 2
NARRATIVE – STORIES ABOUT FANTASY WORLDS

INSTRUCTIONS

Spring 1
NON-CHRONOLOGICAL REPORT/INFORMATION TEXT

POETRY TO PERFORM

Spring 2
NARRATIVE – ADVENTURE & MYSTERY STORIES

NEWSPAPER REPORT/RECOUNT

Summer 1
NEWSPAPER REPORT/RECOUNT DIALOGUE AND PLAYS
Summer 2
NARRATIVE – FABLES, MYTHS & LEGENDS

POETRY – SHAPE & CALLIGRAMS

Year 4

Autumn 1
NARRATIVE – STORIES FROM OTHER CULTURES

EXPLANATION TEXTS

Autumn 2
NARRATIVE – STORIES WITH ISSUES & DILEMMAS

POETRY – EXPORING FORM

Spring 1
NARRATIVE – STORIES WITH HISTORICAL SETTINGs

– RECOUNT

Spring 2
RECOUNT

PERSUASIVE TEXTS

Summer 1
NARRATIVE – STORIES SET IN IMAGINARY WORLDS

POETRY – POWER OF IMAGERY

Summer 2
POETRY – POWER OF IMAGERY

NON-CHRONOLOGICAL REPORT/INFORMATION TEXTS

PLAYS

Year 5

Autumn 1
NARRATIVE – STORIES FROM SIGNIFICANT AUTHORS

PERSUASIVE TEXTS

Autumn 2
NARRATIVE – STORIES FROM OTHER CULTURES

SPEECHES/PERSUASIVE TEXTS

Spring 1
CLASSIC/NARRATIVE POETRY

NEWS REPORT/RECOUNT

Spring 2
NARRATIVE – OLDER LITERATURE

DRAMATIC CONVENTIONS

Summer 1
DRAMATIC CONVENTIONS

FILM NARRATIVE

DEBATE POETRY

Summer 2
DEBATE POETRY

NARRATIVE – TRADITIONAL STORIES, MYTHS & LEGENDS

EXPLANATION TEXTS

Year 6

Autumn 1
NARRATIVE – STORIES WITH HISTORICAL SETTINGS

DIARY/PERSONAL RECOUNT

Autumn 2
BIOGRAPHY/RECOUNT

AUTHORS & LETTERS

JOURNALISTIC TEXTS/DISCUSSION

Spring 1
JOURNALISTIC TEXTS/DISCUSSION

NARRATIVE & PLAYS

Spring 2
SOLILOQUY

NARRATIVE – ADVENTURE STORIES

Summer 1
NON-CHRONOLOGICAL REPORT

NARRATIVE – STORIES WITH FANTASY SETTINGS

Summer 2
NARRATIVE – STORIES WITH FANTASY SETTINGS

NARRATIVE POETRY – POWER OF IMAGERY

POETRY – FINDING A VOICE