curriculum handbook cover english
TRANSCRIPT
Curriculum handbook English
2021-22
Literacy Curriculum 2021-22
Intent of study Reading
At Reedswood, we believe that at the heart of a successful curriculum there is a strong reading
curriculum. Being able to read and comprehend underpins all future learning. Therefore, all
children will have the same aim – to read fluently with understanding. We have designed our
curriculum to ensure we promote a love of reading and to enjoy reading for pleasure. Our
intent is to create a long-lasting impact upon our children where they will take great enjoyment
from reading books and become excited about reading, the stories, characters and knowledge
they will encounter. We want our children to experience a broad range of stories from diverse
authors and to gain a greater understating of the world they live in through interacting with
information in texts.
Throughout the children’s time at our academy, they will be guided along a path, which will
follow a consistent approach to develop their skills and knowledge in Reading. Beginning in
Early Years, our children will be taught to recognise the alphabetical system, the processes of
decoding and to understand the grapheme/phoneme correspondence through phonics. We follow
a comprehensive and systematic approach to the teaching of phonics (RWI). As Reading is,
however, a complex skill far beyond the mere mechanics of decoding our whole school reading
curriculum embeds a range of approaches along side a vast array of reading experiences. Our
teaching enables all of our children to actively interact with the text and seek meaning from it.
From this, children will be able to further interact with texts to develop a stronger connection
with the content.
Writing
Our Writing curriculum is designed to immerse the children in high quality text to stimulate
their creative ideas to plan, write and edit pieces of writing of their own. Following on from
Ruth Miskin ‘Read Write Inc’ our fluent readers in Years 2 to Year 6 follow ‘literacy and
language’ which teaches our children to read, write and discuss texts with maturity. Through
a complete range of text types our children study comprehension, vocabulary and grammatical
knowledge and apply to longer writing opportunities at the end of each unit of study. This
knowledge and skill acquisition is progressively mapped out across the school.
In addition to our literacy and language programme we capitalise on the engagement and depth
of knowledge gain from whole class text to plan further writing experiences, including writing
an apology letter from Duncan to a crayon (year 2); write a diary entry as Matilda retelling
an event (year 3) and create a short play script between Charles and Sophie (year 6).
We want to say that the knowledge and understanding they gain from a variety of texts
allows the children to develop into confident and creative writers. Through exploring elements
of grammar, vocabulary and exploring different writers' skills allows them to build upon their
own writing technique.
Implementation: Teachers are provided with support for subject leaders and CPD to plan their curriculum. They are given additional time to plan a high quality English curriculum. English is taught daily through; - Literacy lesson - Comprehension lessons - Handwriting sessions - Get spelling lessons - Grammar lessons - Whole class reading time, with our junior age pupils sharing of complete novels (Our reading aloud scheme) - Book-talk an oral and visual ‘language-rich’ environment - Direct teaching of high frequency words - Home readers. Decodable books or for our older children book band text . - Regularly listening to children read As part of this planning process, our teachers need to plan the following:
Literacy Curriculum 2021-22
Impact: Our English Curriculum is of high quality, rigorous and is planned to demonstrate progression
in all English strands. We will measure impact through a combination of formative and
summative assessment throughout the year, learning walks, book scrutiny and pupil voice. The
subject leader will also be in regular discussion with SLT to assess the impact of the current
curriculum strategy and will be ready to adapt where necessary to ensure all pupils achieve the
best possible outcomes.
If children are keeping up with the curriculum, they are deemed to be making good or better progress. In addition, we measure the impact of our curriculum through the following methods: - A reflection on standards achieved against the planned outcomes - A celebration of learning for each term, which demonstrates progression across the school; - Tracking of progress and attainment through termly summative tests - Regular benchmarking each child’s read age. - Half term phonics assessments - Regular one to one reading - Undertaking long writes - Pupil discussions about their learning - Pupil voice is used to further develop the English curriculum, through questioning of pupil’s views and attitudes.
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Tiny Two’s That’s not my baby by Fiona Watt
Spot Loves His Mummy By Eric Hill
Spot Loves His Daddy by Eric Hill
I Love You to the Moon and Back by Little Tiger Press
Hello Friend by Rebecca Cobb
Ten Little Fingers and Ten Little Toes by Mem Fox
Topsy and Tim : Halloween Party by Jean Adamson
Peppa Pig: Peppa’s Diwlai by Peppa Pig
There Was An Old Lady Who Swallowed A Fly by Pam Adams
Each, Peach, Pear Plum by Janet and Allan Ahlberg
Pip the Dog and Freddy the Frog by Axel Scheffler
Fox’s Socks by Julia Donaldson
Postman Bear by Julia Donaldson
What Do the Animals Say? by Books for Little Ones
Who’s on the Farm? By Julia Donaldson
The Feelings Book by Todd Parr
Making Faces A First Book of Emotions by Abrams Appleseed
Who’s on the Loo? by Pat-a-Cake
I want my Potty by Tony Ross
Topsy and Tim: Meet the Police by Jean Adamson
Topsy and Tim: Meet the Firefighters by Jean Adamson
Going to the Doctor by Anna Civardi
Golilocks and the Three Bears by Susanna
My Very First Book of Colours by Eric Carle
What Colour Am I? by Webber Books
Wow said the Owl by Tim Hopgood
Topsy and Tim: Meet Father Christmas by Jean Adamson
Dear Santa by Rod Campbell
Oh Dear by Rod Campell
That’s Not my Goat by Fiona Watt
Barnyard Dance! by Sandra Boynton
That’s Not my Chick by Fiona Watt
We’re Going on an Egg Hunt by Martha Mumford
The Odd Egg by Emily Gravett
Davidson
The Enormous Turnip by Irene Yates
The Three Little Pigs by Susanna Davidson
I’m Starting Nursery by Campbell Books
Hugless Douglas Goes to Little School by David Melling
This is the Way We Go to School by Yu-hsuan Huang
Nursery Please & Thank You : A Pirate Pete and Princess Polly Book by Andrea Pinnington
Sharing Time by Elizabeth Verdick
This Is Our House by Michael Rosen
Whatever Next by Jill Murphy
Night Monkey, Day Monkey by Julia Donaldson
We’re Going On A Leaf Hunt by Steve Metzger
Autumn by Ailie Busby
Let's Celebrate 5 Days of Diwali! by Anjanta Chakraborty & Vivek Kumar
We’re Going on a Bearhunt by Micheal Rosen
Giraffes Can’t Dance by Giles Andreae
The Gruffalo by Julia Donaldson
What the Ladybird Heard by Julia Donaldson
Dinosaurs Roar by Paul Stickland
Stomp, Chomp, Big Roars! Here come the
Dinosaurs by Kay Umansky
Mad About Dinosaurs by Giles Andreae
Owl Babies by Martin Waddell
We are Family by Patricia Hegarty
Rashads Ramadan and Eid-Ul-Fitr by Lisa Bullard
Under the Ramadan Moon by Sylvia Whitman
Superworm by Julia Donaldson
Mad About Minibeasts by Giles Andreae
The Very Hungry Caterpillar by Eric Carle
From Caterpillar to Butterfly by Scholastic
Why I Love My Daddy by Daniel Howarth
I Love my Daddy by Giles Andreae
Bonfire Night Poem
The Gingerbread Man by Ladybird
The Three Billy Goats Gruff by Irene Yates
Jack and the Beanstalk by Iona Treahey
Kipper’s Christmas Eve by Mick Inkpen
A Christmas Story by Brian Wildsmith
In Every House on Every Street by Jess Hitchman
Why I Love My Mummy by Daniel Howarth
A Squash and a Squeeze by Julia Donaldson
Farmyard Hullabaloo by Giles Andreae
The Rainbow Fish by Marcus Pfister
Sharing a Shell by Julia Donaldson
There’s a Hole in the Bottom of the Sea by Jessica Law
Commotion in the Ocean by Giles Andreae
The Snail and the Whale by Julia Donaldson
Reception The Colour Monster by Anna Llenas
Today I am Strong by Nadiya Hussain
Meesha Makes Friends by Tom Percival
Aliens Love Underpants by Claire Freedman and Ben Cort
The Smeds and the Smoos by Julia Donaldson
Percy the Park Keeper – The Lost Acorns by Nick Butterworth
The Squirrels Who Squabbled by Rachel Bright
Rama and Sita by Malachy Doyle
One Snowy Night by Nick Butterworth
The Gruffalo’s Child by Julia Donaldson
How did that get in my Lunchbox-The Story of food by Chris Butterworth
Why Should I Brush My Teeth? By Usborne Books
The Jolly Postman by Janet and Allen Ahlberg
Love Monster by Rachel Bright
Guess How Much I Love You? by Sam McBratney
Hansel and Gretel by Ailie Busby
Little Red Riding Hood by Mandy Ross
The Ugly Duckling by Hans Christian Andersen
The Knight who Wouldn’t Fight by Helen Docherty
Zog and the Flying Doctors by Julia Donaldson
Supertato by Sue Hendra and Paul Linnet
Super Daisy by Kes Gray
Winnie the Witch by Valerie Thomas and Korky Paul Room on the Broom by Julia Donaldson
Potion Commotion by Peter Bently and Sernur Isik
Stick Man by Julia Donaldson
Mog’s Christmas Calamity by Judith Kerr
The Nativity Story by Bible Stories for Kids
The Lion and the Mouse by Jerry Pinkney
Monkey Puzzle by Julia Donaldson
Rumble in the Jungle by Giles Andreae
The Chicken that Hatched a Cow by Adam Bestwick
From Egg to Chicken by Scholastic
Easter Poems
Little People, Big Dreams – Rosa Parks
Little People, Big Dreams – Malala Yousafzai
Eddie’s Garden by Sarah Garland
The Extraordinary Gardener by Sam Boughton
What We’ll Build by Oliver Jeffers
Main class text whole school 2021-22
Year 1
The Tiger Who came to tea by Judith Kerr
A squash and a squeeze by Julia Donaldson
The Koala who could by Rachel bright
Rapunzel by Bethan Woollvin
The Deep Dark Wood by Algy Craig
Jack and the beanstalk by Richard Walker
Year 1
Jim and the beanstalk by Raymond Briggs
Lost and Found by Oliver Jeffers
Storm Whale by Benji Dav
Grandma Bird by Benji Davis
The Grotlyn By Benji Daves
Sulwe by Lupita Nyong’o
Main class text whole school 2021-22 Year 2
The Day the Crayons Quit by Drew Daywalt
The Crayons Christmas by Drew Daywalt
Meerkat Mail by Emily Gravett
The Secret of Black Rock by Joe Todd-Stanton
Year 2
The Lighthouse Keeper’s Lunch by Ronda Armitage
The Proudest blue By Ibtihaj Muhammad
Planet Omar by Zanib Main
Main class text whole school 2021-22 Year 3
The Iron Man by Ted Hudges Lucy Blue Day by Christopher Duke and Federica Bartolini
Matilda by Roald Dahl Sam Wu is not afraid of ghosts by Katie and Kevin Tsang
The Nothing To See Here Hotel by Steven Butler and Steven Lenton
Year 4
The Butterfly Lion by Michael Morpurgo Journey to jo'burg by Beverley Naidoo The infinite lives of Maisie day by Christopher Edge and Adjoa Andoh
My shadow is Pink by Scott Stuart
Main class text whole school 2021-22 Year 5
Harry Potter and the Philosopher’s Stone by J.K Rowling
High Rise Mystery by Sharna Jackson
Cogheart by Peter Bunzl Macbeth by William Shakespeare
Year 6
Letters from a Lighthouse by Emma Carroll
The Girl of Ink and Stars by Kiran Millwood Hargrave
Rooftoppers by Katherine Rundell
Crater Lake And Ghosts (short stories)
Holes by Louis Sachar
Clockwork by Philip Pullman
Themes
family
loneliness
good manners
Other books to read
What do these words mean?
grocer supper
mouthful beer
teapot cafe
Characters
the tiger
Sophie
Mummy and Daddy
The s et t ing
Sophie’s home Quest ions to think about…
Look at the front cover. Do you think this book is a story or
information about tigers? How do you know?
What do you think the tiger has for his tea?
Where do you think the tiger goes next?
Maybe you cou ld…
Find out what real tigers eat.
Make a tiger mask
Themes
kindness
sharing
being helpful
Other books to read
What do these words mean?
scruffy magnificent
proudly cosiest
pavement campsite
Characters
giant
giraffe goat
mice fox dog
The s et t ing
the giant’s town Quest ions to think about…
Can you think of any more stories by the same author?
Look at the front cover. Why are all the animals looking up?
Find out why the mice are sad.
Maybe you cou ld…
Design a new set of clothes for the
giant.
Make a map of the town.
Themes
Being grateful for
what you have
Other books to read
What do these words mean?
wise titchy
grumble larder
curious shoved
Characters
a little old lady
a wise old man
lots of animals!
The s et t ing
the little old lady’s house Quest ions to think about…
Look at the front cover. How do you think the lady feels?
How many different animals go in the lady’s house?
Find out where the hen lays an egg.
Maybe you cou ld…
Design a bigger home for the lady to
live in with the animals.
Find all the rhyming words.
Themes
family
loneliness
kindness to animals
Other books to read
What do these words mean?
shore raged
lonely spotted
wondered sneak
Characters
Noi
Noi’s dad
the whale
The s et t ing
An island and the sea Quest ions to think about…
Look at the front cover. What do you think this story is about?
What do you think Noi’s dad’s job is?
Would you like to live on an island? Why? Why not?
Explain how Noi’s life is different to yours.
Maybe you cou ld…
Find out about whales.
Draw a pictiure of Noi and the whale.
Themes
bravery
friendship
Other books to read
What do these words mean?
trapped curse
swish cackled
golden locks defeat
Characters
Rapunzel
a witch
a horse
The s et t ing
A tower in the forest Quest ions to think about…
Who are the ‘goodies’ and ‘baddies’ in this story?
Find some words in the story that are written in different
sorts of letters. Why do you think they are like this?
Why did the witch keep taking Rapunzel’s hair?
Maybe you cou ld…
Draw and colour, or paint, a picture
in the style of Bethan Woollvin
Watch the film ‘Tangled’
Themes
bravery
friendship
care for others
Other books to read
What do these words mean?
fierce bristles
beastly gnaws
yikes! chuckle
Characters
a wolf a little girl
a witch a troll
a giant and… someone else!
The s et t ing
a deep dark wood Quest ions to think about…
Can you make a list of words to describe the wood?
How would you describe the little girl in the story?
What does “licking his chops” mean? Who does that in the story?
Maybe you cou ld…
make a wolf or troll mask
think of other stories that are set in a
wood
Themes
bravery
friendship
care for others
Other books to read
What do these words mean?
shabby hurled
scoffed nostrils
clutching plucked
Characters
Jack Jack’s mother
Milky White the little man
a giant and giantess a hen
The s et t ing
Jack’s house and the giant’s castle Quest ions to think about…
How did Jack’s mother feel at different points in the story?
Why do you think she felt that way?
How is this version of the story the same and different to other
‘Jack and the beanstalk’ stories that you have heard?
What does “licking his chops” mean? Who does that in the story?
Maybe you cou ld…
grow beans from seeds
make finger puppets and retell the
story
Themes
friendship and family
loneliness
Care for others in need
Other books to read
What do these words mean?
seaweed ancient
walrus ruffle
pattered scooped
Characters
Noi
Noi’s dad
Grandma
The s et t ing
Grandma’s island Quest ions to think about…
Have you ever been lost? How did you feel?
Why would Grandma keep her teeth in a jar?
Do you think Grandma was lonely living by herself?
Maybe you could…
find out about the first hot air balloon ride
make up a story about what the “Grotlyn”
did next
Themes
bravery
trying new things
changess
Other books to read
What do these words mean?
clung nope
fellow first class
slow pace risky
Characters
a koala dingoes
Wombat kangaroos
a woodpecker
The s et t ing
a “wonderful place” in Australia Ques t i ons to think about…
Would you like to live in this setting? Why? Why not?
Do you think the other animals were good friends to Kevin?
Explain your answer.
Think of words to describe Kevin at the beginning of the story. Would
you describe him in the same way at the end of the story?
Maybe you cou ld…
draw a picture of Kevin like Jim Field
find out about the animals in this
book
Themes
freedom
imagination
fears
Other books to read
What do these words mean?
twisted swirled
silk scuttled
tandem pantry
Characters
Rubi “Grotlyn”
Sam Policeman Vickers
People in the town
The se tt ing
Rubi’s home and town Ques t i ons to think about…
What do you think the ‘Grotlyn’ was escaping from?
Do you think Rubi’s town might be a good place to live?
Explain your answer.
Do you think the ‘Grotlyn’ is a naughty character? Why? Why not?
Maybe you could…
find out about the first hot air balloon ride
make up a story about what the “Grotlyn”
did next
Themes
Thinking about the
feelings of others
Conflict and resolution
Other books to read
What do these words mean?
quit beige
stack congratulate
gorgeous tattletale
Character s
Duncan
Red, Purple, Beige, Grey, White,
Black, Green, Yellow, Orange, Blue,
Pink and Peach crayons
The s et t ing
Duncan’s classroom Ques t i ons to think about…
Look at the front cover. Why do you think the crayons want to quit?
If you were a crayon which colour would you like to be? Why?
Why does Green Crayon like his work?
Who is embarrassed and why?
Maybe you could…
write a letter to Duncan from Silver Crayon
use a set of crayons to retell the story as a
‘puppet’ show