Our English Curriculum
Reading underpins our whole curriculum at Pegasus and will be the key driving force and tool to support children’s learning in all curriculum areas.
KS1 will be following the Read Write Inc programme of study for phonics, early reading and writing to support and scaffold our youngest learners.
In KS2 all Writing units will be based around a core text to develop and support children’s knowledge of storytelling and the writing process. Each text has been carefully selected so pupils have access to high quality literature and powerful authors to develop and nurture their love of reading and written English. The school’s key drivers of Respect, Determination, Creativity, Confidence, Enthusiasm and Ambition have reinforced each core text selection and are a vital part of each writing unit.
While reading is at the heart of our curriculum, through English lessons children will learn that all texts have a purpose, audience and intent. This writing purpose will be a driving force for each unit with children understanding why they are writing (to entertain, inform, persuade, discuss) as well as what they are writing. The purpose, audience and written outcome of the unit will be shared at the beginning of each unit so the children know exactly what they are working towards e.g. alternate story ending, character description, Oxford travel brochure – examples of these should be produced by the class teacher and shared at the beginning of the unit so children are inspired and also aware of the standard of work to be produced by the end of the unit.
The writing process:
Each half term will consist of at least one narrative, non-narrative and poetry unit. Narrative units tend to last longer than non-narrative and poetry units but will differ in length depending on the content, final written outcome and length of the term.
For KS2 each unit will follow a five-stage process:
1) Immersion within the text – In this phase children read as a writer by exploring the core and supplementary texts to develop a deeper understanding of the text type/genre and how/why the vocabulary, grammar and structure were selected by the author. By exploring a range of texts within the same genre in this way, the children are able to take inspiration from known authors to develop and support their independent writing. While the first phase of the writing process will involve many reading focused skills (e.g. summarising plots, gathering and understanding vocabulary and creating genre toolkits. We recognise the importance of daily writing:this takes place in each lesson to build fluency, speed and skill.
2) Deepening understanding – In this phase of the writing process children deepen their knowledge of the text type by exploring and practising the grammar, vocabulary and structure identified in the first phase (listed in a toolkit on the working wall or washing line). The learning objectives are likely to have more of grammatical focus and practise a specific skill in this phase e.g. ‘using time adverbials’, ‘accurately punctuating direct speech’. This can be done through a variety of written tasks that build the children’s stamina and give them opportunities for different activities (character profiles, diaries from different perspectives, news reports, letters). This phase involves predominantly guided practice; learning in small steps, models, scaffolds, shared writing and my turn/your turn as the children learn the tools needed for independent practice.
3) Create – Phase three is the independent practice phase of writing where children use skills they have learnt from known authors about the text type to create their own piece of writing. Children should use planning frames (boxing up grids, story mountains, skeleton frames), oral rehearsal and success criteria to produce the writing set out at the beginning of the unit with the audience, purpose and outcome in mind. More time will be dedicated to independent thought processes and extended writing in this phase so children are able to apply the skills they have built up in the previous two phases. WALTs will be more open ended in this phase so success criteria will need to be more succinct and linked to the toolkit and features from the working wall so children are able to make independent choices about what to include as apposed to the more specific steps needed in phase two. In this phase to ensure children are given the time to create high quality written pieces rather than writing and entire story they will learn to write a given section considering its impact on the reader e.g. alternate ending, creating a new character, a mysterious story opening, etc.
4) Editing and improving – Editing for different purposes is a skill which will need to be taught and modelled as a key phase in any writing process. Children should know how to edit for punctuation, grammar, vocabulary, impact on the reader, effect and cohesion – this will take a my turn/your turn approach in class with editing being modelled.
5) Publishing - Once work has been edited and improved it should be published. Publishing should always be done for a real reason to ensure it is meaningful for the children e.g. for display, to go into a class book, to be published in the school newsletter, shared with another class, posted to someone, etc. It is important for children to know their work is read by many people and to feel pride in what they have created.
Please click here to see whole school long term plan.
Our English Road Maps.
These give an overview of what the children are writing:
Year 3 narrative
Year 3 non-narrative
Year 4 narrative
Year 4 non-narrative
Year 5 non-narrative
Year 5 narrative
Year 6 non-narrative
Year 6 narrative
Please click on the overview documents below to inform you of the skills pupils learn in each year:
Writing Skills Overview
Speaking and Listerning Skills Development Overview
Vocabulary Skills Overview
Reading Progression Document (by areas)
Non-narrative text type progression documents:
For coverage of text types and genre’s across the school year groups: click here