CHETWYND JUNIOR SCHOOL · 2020. 2. 4. · Cave Baby by Julia Donaldson Cave Baby. N/B – Week 1...

CHETWYND JUNIOR SCHOOL

ENGLISH

CURRICULUM PROVISION

National Curriculum (2018)

SPRING TERM 2020 Next Review SPRING TERM 2021

Chair of Governors

1

English Rationale

What do we want children to learn?

To know what it’s like to be considered an author.

We expect children to learn about the spoken language conventions.

We expect children to be able to work collaboratively as well as independently.

Children will be taught about sentence structure, headings and sub-headings.

The VIPERS approach to reading will be used throughout the school (vocabulary, inference, predictions, explaining, retrieval, summarising).

What do we want children to be able to do?

Children will engage in a daily literacy lesson on working through a variety of Reading comprehension activities and writing genres with a good style of handwriting being promoted through the award of a weekly presentation cup.

Children will be expected to engage in high level, literacy skills throughout their work e.g. Project Work.

What experiences do we want children to have?

In each Year group a carefully chosen text will be used as a ‘model’ to promote wider vocabulary use and interesting writing styles to capture the reader/potential writer.

A daily literacy hour will be supported by 4 x GGR sessions and a fortnightly Extended Writing Piece (Blue Book).

We want children to develop a love of writing for its own sake.

What values do we want to promote?

We expect children to leave Chetwynd School ‘literate’ to read easily, fluently and with good understanding.

We expect reading to be ‘for life’ – to read widely and often for both pleasure and information.

We expect children to acquire a wide vocabulary, understanding of grammar and knowledge of linguistic conventions.

We expect children to appreciate our rich and varied literacy heritage.

What will be ‘special’ about Chetwynd Curriculum?

Chetwynd School will provide a rich Literacy learning environment, whereby a love of reading will be promoted and extended writing opportunities will enable children to consider themselves as authors with great grammatical skills to accurately record their thoughts.

Inspirational Reading Areas are designed to promote a love of Reading and children have opportunities to read at playtime/lunchtime.

Reading tents are provided for all Year Groups to enjoy reading outside.

A visiting Author makes a presentation to the school annually and carries out workshops with Year 6 children.

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ENGLISH OVERVIEW

ENGLISH

Word Reading

Writing Reading Spoken Language

Grammar

Transcription

Comprehension Spelling

Punctuation Handwriting

Composition

3

Year 3 Literacy, Grammar & Spelling Planning Overview Autumn 2019 Autumn Term

Literacy text / Genre Literacy learning objectives Grammar GPS & Spelling tests in Year 3

Rising stars GPS to be used half termly. Collins Weekly grammar books to be used

also. See Unit numbers from text book. In addition, use CGP Publication (Grammar, Punctuation and Spelling activity books) to

enhance and support.

Spellings Rising Stars Weekly spelling programme and

tests.(Skills time). Also Spelling tests in Year 3 Rising stars GPS

to be used half termly.

Blue Book Writing Opportunities

Autumn Stone Age to

Iron Age

Stig of the Dump by Clive King

Focus Texts


Ugg – Boy Genius by Raymond Briggs

Cave Baby by Julia Donaldson

Stone Girl, Bone Girl by Laurence Anholt Writing focus points

Play scripts

Poetry

Alternative ending

Instructions

Non chronological writing

Recount

Explanation

Biography

Grammar L.Os L.O. To understand the terminology. L.O. To use GRAMMAR FEATURE accurately. Spelling L.Os L.O. To recognise and spell words with…….. L.O. To apply the spelling rule…..

Vocabulary

Unit 1: Using a dictionary

Unit 5: Word Families + CGP pg 23

Unit 4: nouns with prefixes + CGP pg 2-6

Grammar

Unit 1: parts of a sentence (verbs) + CGP pg 6+7

Unit2: parts of a sentence (nouns and adjs)+ CGP pg 2 + 3

Unit 12: A or an – CGP pg 4 + 5

Unit 3: Pronouns to avoid repetition

Punctuation

Unit 1: Final punctuation + CGP pg 2 – 11 to support both units

Unit 2: Capital letters

Days of the week and seasons

Months of the year.

Aut Term, Unit 1 – Year 2 suffixes (-ed, -ing, -er, -est)

Aut Term, Unit 2 – Year 2 suffixes (-ness, -ment, -ful, -less)

Aut Term, Unit 4 – i sound spelt with a y.

Aut Term, Unit 5 – u sound spelt with an ou.

Aut Term, Unit 7 – ai sound spelt ei/eigh/ey.

Aut Term, Unit 8 – Prefixes (-un, -dis, -mis)

Aut Term, Unit 9 – Adding a suffix

Aut Term, Unit 10 – Long vowel sounds

Aut Term, Unit 3 – Words from the Year ¾ spelling lists.


Aut Term Unit 6 – correcting common misconceptions.

Aut Term, Unit 12 – correcting common misconceptions.

Summer Holiday recount

Story retelling

Diary entry – Barney’s day with Stig.

Instructions – How to wash a woolly mammoth.

Alternative ending to Stig Chapter 5.

Playscript

Science – How are fossils formed?

4

Year 3 Literacy, Grammar & Spelling Planning Overview Autumn 2019

Autumn Term Literacy text / Genre Literacy learning objectives Grammar

Spellings


1st Half Term (8wks)

W/B – 2nd

September 2019

Week 1

Text focus

Cave Baby by Julia Donaldson N/B – Week 1 –

Monday - TT Day

Tuesday - MFL Day

Weds – Blue Book

Thurs – PSHE, Class rules and Cave Baby story telling.

Fri – Stone Age introduction

L.O: To orally retell Cave Baby. L.O: To hot seat characters from Cave Baby.

Punctuation – assessment through Blue Book writing - knowledge and usage.

L.O: To write a recount of my Summer Holiday.

W/B – 9th

September 2019

Week 2

Text focus

Cave Baby by Julia Donaldson N/B – Week 2 –

Baseline assessment week (am)

Grammar – Use of 3rd person. Assess through Blue Book writing task.

Days of the week

L.O; To retell the story of Cave Baby.

W/B – 16th

September 2019

Week 3

Text Focus

Ugg – Boy Genius by Raymond Briggs

Include a Nelson comprehension activity.

L.O: To answer questions about a text. L.O. To recognise and spell words with…….. L.O. To use GRAMMAR FEATURE accurately. L.O: To create a comic strip based on the story of Ug.

Punctuation Unit 1: Final punctuation + CGP

pg 2 – 11

Months of the year.

Autumn Term Literacy text / Genre Literacy learning objectives Grammar Spellings


W/B – 23rd

September 2019

Week 4

Text Focus


L.O. To recognise and spell words with…….. L.O. To use GRAMMAR FEATURE accurately. L.O; To recognise features of a diary .

Punctuation

Unit 2: Capital letters Aut Term, Unit 1 – Year 2 suffixes (-ed, -

ing, -er, -est)

L.O: To write a diary entry. (as Barney, based on a day with Stig)

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Autumn Term Literacy text / Genre Literacy learning objectives Grammar

Spellings


W/B – 30th

September 2019

Week 5

Text focus



L.O: To answer questions about a text. L.O. To recognise and spell words with…….. L.O. To use GRAMMAR FEATURE accurately. L.O: To use information from a text to visualise Stig’s cave, L.O: To write a detailed description of Stig’s cave.

Vocabulary

Unit 1: Using a dictionary

Aut Term, Unit 2 – Year 2 suffixes (-ness, -ment, -ful, -less)

W/B – 7th October 2019

Week 6

Text focus


L.O. To recognise and spell words with…….. L.O: To recognise features of instructions. L.O: To use imperative verbs accurately.

Vocabulary

Unit 5: Word Families + CGP pg 23

Aut Term, Unit 4 – i sound spelt with a y.

L.O: To write a set of instructions – How to wash a Woolly Mammoth.

W/B – 14th October 2019

Week 7

Text focus



L.O: To answer questions about a text. L.O. To recognise and spell words with…….. L.O. To use GRAMMAR FEATURE accurately. L.O: To collect evidence about characters from a text. L.O: To write a character description.

Vocabulary

Unit 4: nouns with prefixes + CGP pg 2-6

Aut Term, Unit 5 – u sound spelt with an ou.

W/B – 21st October 2019

Week 8 (Half Term w/b 28th

Oct 2019)

Text focus

Stig of the Dump by Clive King N/B – Week 8 –

Art Week.

L.O. To recognise and spell words with……..

Aut Term, Unit 7 – ai sound spelt ei/eigh/ey.

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Year 3 Literacy, Grammar & Spelling Planning Overview Autumn 2019 Autumn Term Literacy text / Genre

Literacy learning objectives Grammar Spellings Blue Book Writing

Opportunities

W/B – 4th November 2019

Week 9

Text focus


L.O. To recognise and spell words with…….. L.O. To use GRAMMAR FEATURE accurately. L.O: To identify key themes from a chapter. L.O: To write in 1st person as a Snarget brother.

Grammar

Unit 1: parts of a sentence (verbs) + CGP pg 6+7

Aut Term, Unit 8 – Prefixes (-un, -dis, -mis)

L.O: To write an alternative ending to Chapter 5. (Write in 1st person as the middle Snarget brother)


Week 10

Text focus

Stig of the Dump by Clive King Include a Nelson comprehension activity.

L.O. To recognise and spell words with…….. L.O. To use GRAMMAR FEATURE accurately. L.O: To answer questions about a text. L.O: To plan and write a poem about Stig and/or Barney.

Grammar

Unit2: parts of a sentence (nouns and adjs)+ CGP pg 2 + 3

Aut Term, Unit 9 – Adding a suffix


Week 11

Text focus


L.O. To recognise and spell words with…….. L.O. To use GRAMMAR FEATURE accurately. L.O: To answer questions about a text. L.O; To recognise features of a play script. L.O: To use adverbs to give stage directions.

Grammar

Unit 12: A or an – CGP pg 4 + 5

Aut Term, Unit 10 – Long vowel sounds

L.O; To write a play script. (based on Chapter 5 of Stig)


Week 12

Text focus

Stig of the Dump by Clive King Assessment Week?

L.O. To recognise and spell words from the Year 3/ 4 spelling list.


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Autumn Term Literacy text / Genre Literacy learning objectives Grammar Spellings Blue Book Writing Opportunities

W/B – 2nd December 2019

Week 13

Stone Girl, Bone Girl by Laurence Anholt (Science focus – Mary Anning)

L.O. To recognise and spell words from the Year 3/ 4 spelling list. L.O. To use GRAMMAR FEATURE accurately. L.O: To write a biography about the life of Mary Anning (Science focus)

Grammar

Unit 3: Pronouns to avoid repetition


W/B – 9th December 2019

Week 14

Text focus


L.O: To answer questions about a text. L.O: To recognise features of an explanation. L.O: To use a dictionary to find the meaning of topic words.

Aut Term Unit 6 – correcting common misconceptions.

L.O: To write an explanation. (Science based – How are fossils formed?)

W/B – 16th December 2019

Week 15

N/B – Week 15 – Art Week.

Aut Term, Unit 12 – correcting common misconceptions.

Other links: Stone Age Day – visitor/workshops. Note: Year 3 will be

rehearsing and performing the

school Nativity at the end of the Autumn term.

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Chetwynd Junior School – Half Termly Overview – Year 3 - Spring Term 1 2020 Reading Enrichment Literacy Numeracy

Week 1 Autumn Reading paper – misconceptions.

“Library Winter Reading Race”

“Egyptian Cinderella.”

To compare different cultural versions of a traditional story.

To predict what might happen.

To infer how a character feels.

To identify how verbs can create an action.

To write a diary.

Autumn assessment papers.

Misconceptions – arithmetic, reasoning.

Week 2

Art Week Arts Week

Column +

Column –

Grid method x 2

Division

½ hour slots.


“Akimbo and the Elephants.”

Sun King.

Blue Book – continue chapter 1.

Speech – unit 4 (punctuation).

Alan Peat (slow write).

Multiplication and division.


“What’s for lunch?”

Conjunctions. Grammar unit 6.

Comprehension + CGP 18+19.

Newspaper report on the discoveries.

Week 5

Assessment Week

R. Enrichment week 1.

The Sun King - chapter 2.

Present perfect. CGP pg 29-31.

Comprehension Grammar units.

Factual writing about the river Nile.

Week 6 R. Enrichment week 2.

The Sun King activities – about chapter 2.

Blue book – Diary chapter 2.

Apostrophe for possession. Punct. Unit 3 and CGP 18-19.

Read on and complete questions for chapter 3.

Money.

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Week 1 History link re – Tutankhamun.

Read on.

Blue Book.

Howard Carter – Tutankhamun.

Root words vocab unit 3.

Statistics – graphs.

Week 2 Art Week Read on. Arts Week

½ hours.

Measurements, 4 operations, statistics.

Week 3 Chapter 5 questions. Comprehension.

Prepositions of place grammar – unit 10.

Chapter 5 – invitation.

Measurement.

Week 4 Read on – Chapter 10. See questions. Comprehension.

Prepositions of time grammar – unit 11 and CGP 22+23.

Letter re – trip. Blue Book.

Fractions.

Week 5 Assessment

Week

Read on.

Revision – grammar, comprehension, arithmetic, reasoning.

Assessment Week Assessment Week

Week 6 Read on – Chapter 13. Complete questions. Comprehension.

Chapter 13 – to write instructions on how to embalm a pharaoh.

Fractions and measurements.

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Autumn Term


Raising stars GPS to be used half termly.

Collins Weekly grammar books to be used also.

Spellings Raising Stars Weekly spelling

programme and tests.(Skills time). Also Spelling tests in Year 4 Raising

stars GPS to be used half termly.


Autumn

Iron Man

Narrative

Character study

Poetry

Recount (Trip)

Author study

Non-chronological report

Instructions

Diary

Newspaper report

Grammar L.Os L.O. To understand the terminology. L.O. To use GRAMMAR FEATUREs accurately. Spelling L.Os L.O. To recognise and spell words with…….. L.O. To apply the spelling rule…..

Adverbs Clauses Conjunctions Determiners Direct Speech Past tense Prepositions Present perfect or simple past? Present tense Using paragraphs Pronouns Fronted adverbials

Review of year 3 suffixes Review of year 3 prefixes Year 3 / 4 word list Missing letters and possessive apostrophes Suffixes (vowel letters) Improving spelling in writing -sion and –tion endings -ssion endings -ation suffix -cian endings

Narrative Poetry Character study Instructions Recount – trip Newspaper report Non – chronological report – Science Link

1st Half Term (8 wks)

W/B – 2/9/19

Week 1 – Author Study – Ted Hughes

Research author

Compare a variety of books by Ted Hughes

What are the common themes?

Introduce and start reading Iron Man

Using rich vocabulary and Alan Peat sentences

L.O To use research skills to learn about Ted Hughes L.O To make predictions L.O To plan and write the next part of the story.

Ready to Write – Step 1 Using Determiners Grammar Unit 2 – Sentences and phrases

Week 1 Review of Year 3 suffixes Page – 8

Week 1 – Write the next part of the story in the style of Iron Man Focus - Drafting and editing, vocabulary, Alan Peat sentences

W/B – 9/9/19

Week 2 – Diary

Emotive language

Adventurous vocabulary

Alan Peat sentences

Chronological order

L.O To identify the features of a diary extract. L.O To use adventurous vocabulary.

Ready to Write – Step 2 Clauses SPAG Starter Week 1

Week 2 Review of Year 3 Prefixes Page – 10

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Autumn Term

Literacy text / Genre Literacy learning objectives Grammar

Spellings


W/B – 16/9/19

Week 3 – Poetry

Similes Blue book writing – plan, draft, edit

Ready to Write – Step 3 Expanding Sentences using Conjunctions Vocabulary – Unit 1 Dictionary Definitions

Week 3 Words from the Year 3 / 4 list Page – 12

Week 3 Poem Focus -

W/B – 23/9/19

Week 4 - Character study

Write a description of a monster (appearance and personality)

Introduce similes

Introduce metaphors

Using rich vocabulary and Alan Peat sentences

L.O To use similes to describe a character. L.O To use metaphors to describe a character. L.O To use Alan Peat sentences to describe a character. L.O To write a character description.

Ready to Write – Step 4 Expanding Sentences using Adverbs SPAG Starter Week 2

Week 4 Missing letters and possessive apostrophes Page - 14

W/B – 30/9/19

Week 5 - Character Study Blue book writing – plan, draft, edit

Ready to Write – Step 5 Expanding Sentences using Prepositions Grammar – Unit 7 Revising conjunctions

Week 5 Suffixes (vowel letters) Page - 16

Week 5 Character study Focus: similes, metaphors, Alan Peat sentences

W/B – 7/10/19 Week 6 - Arts week????

Week 6 Improving spelling in children’s own writing Page - 18

W/B – 14/10/19 Week 7 - Instructions Blue book writing – plan, draft, edit

Ready to Write – Step 8 Present Tense SPAG Starter Week 3

Week 7 -sion and –tion endings Page – 20

Week 7 Instructions Focus -

W/B – 21/10/19

Harvest Festival Performance Week

Week 8 - Harvest festival Week

Reading comprehension

Grammar consolidation

Ready to Write – Step 6 Direct Speech Grammar - Unit 5 Adverbs and Adverbials

Week 8 -sion and –tion endings Page – 20

12


Autumn Term

Literacy text / Genre Literacy learning objectives Grammar

Spellings


2nd Half Term (7wks)

W/B – 4/11/19

Week 9 - Informal Letter Blue book writing – plan, draft, edit

Ready to Write – Step 10 Using Paragraphs SPAG Starter Week 4

Week 9 -ssion endings Page 22

Week 9 Focus -

W/B – 11/11/19

Week 10 - Newspaper report

Ready to Write – Step 7 Past Tense Vocabulary - Unit 6 Standard English word choices

Week 10 -ation suffix Page 24

W/B – 18/11/19 Assessment Week

Week 11 - Assessment week Ready to Write – Step 9 Present Perfect or Simple Past? SPAG Starter Week 5

Week 11 Consolidation of weaker areas

W/B – 25/11/19

Week 12 - Newspaper report Blue book writing – plan, draft, edit

Pronouns (C’m Secrets) Grammar - Unit 4 Using pronouns to make your writing clear

Week 12 -cian endings Page 26

Week 12 Newspaper report Focus -

W/B – 2/12/19

Week 13 - Arts week????

Week 13 Accurately spellings words from the Year 3 /4 word list Page - 28

W/B –9/12/19 Week 14 - Non chronological report – Sound (Science link) Blue book writing – plan, draft, edit

Organisational features

Paragraphs

L.O To identify the features of non-chronological reports. L.O To plan a non-chronological report. L.O To write a non-chronological report about sound. L.O To edit my writing.

Fronted Adverbials (C’m Secrets) SPAG Starter Week 6

Week 14 Improving spelling in children’s own writing Page 30

Week 14 Non – chronological report – sound topic Science link Focus -

W/B – 16/12/19

Week 15 -

Fronted Adverbials (C’m Secrets) Grammar – Unit 6 Fronted Adverbials

Week 15 Improving spelling in children’s own writing Page 30

13


Week 1 Autumn Assessments.

White horses. Go over Answers to support comprehension.

Showcase piece – History focus. Multiplication and division x 3 days.

Week 2 Art

Week Arts Week

½ hours slots – arithmetic focus.

Assessment question.

Practice and skills.

Week 3 Autumn Assessments.

Happy, sad, angry, glad?

Go over Answers to support comprehension.

Charlottes Web Week 1 / 2.

Vocab unit 1, page 6 – definitions.

Giving opinions of a text.

Comprehension – Nelson BB setting description of farm.


Week 4 Charlottes Web.

Re WK 1.

Who is E B White?

Author study.

Word families 1 and 2 pg 10-13.

Persuasion to save Wilbur.



Re WK 2.

Questions and activities.

Character studies 3 / 4 / 4.

Templeton / Wilbur / Charlotte.

Spider comparisons + poem.

Comprehension – Alan Peat.

Area.


Re WK 1 and 2.

Mixed.

Spider non chron.

ICT / research. Factual.

Vocab – word families (1) page 10.

Fractions.

Week 1 / 2 – reading Charlotte’s Web to Chapter 4.

14


Week 1 Ch. 13 Good Progress.

Mix RE Week 1 and 2.

Chapter 13. Poetry – Charlottes Poem for Wilbur.

Rhyme / word work.

Nelson comprehension.

Fractions.

Week 2

Art Week

Read on – chapter 16.

Art Week. Arts Week

½ hours slots – fractions.

Week 3 RE week 1.

CH 17 extract.

BB – what does Templeton do at the fair? Wk 5.

Alan Peat.

Grammar – pronouns. Pg 24.

Fraction.

Week 4 RE week 2.

CH 18 questions.

Newspaper of the famous pig!


Unit 5 adverbs and adverbials, pg 26.

Decimals.

Week 5 Read on

Assessment Week Assessment Week Assessment Week

Week 6 Complete book.

Book review.

BB – Recount of the farm visit.


Fronted adverbials x2. Pg 28/29 and pg 44/45.

Decimals.

Week 1 / 2 – reading Charlotte’s Web to Chapter 4.

Week 3 – Shakespeare focus. 3 x days at Manor Adventure.

Week 5 – Farm visit.

15


Autumn Term


Raising stars Collins Weekly grammar books to

be used also.

Spellings Raising Stars Weekly spelling

programme and tests.(Skills time). Also Spelling tests in Year 5 Raising

stars GPS to be used half termly.


Autumn War of the

Roses

The Battle of Bosworth My Friend Walter -M.Morpurgo.

Biography *Journalistic report

Narrative * Author Study


Poetry *Character study

Argument *letter

Leaflet


W/B 2nd Sept

2019

Week 1 – Inset day MFL Day – French

Blue Book plan – autobiography of themselves.

Write into blue book.

Friday – Grammar and spelling day

L.O. To know what an autobiography is and features. L.O. To plan my own autobiography. L.O. To write an autobiography about myself. L.O. To use grammar skills and knowledge to answer grammar test questions.

General Y4 grammar activity/test to establish where the children are in relation to their grammar knowledge and skills.

Week 1 – Recap of prefixes from year 4. Recap of Year 4 suffixes. Words form Year 4.

Week 1 – Character description of themselves. Autobiography Focus – vocabulary, Alan peat sentences. Baseline of writing abilities.

W/B – 9th Sept 2019

Week 2 RESEARCH

Who were the Roses? Who were the monarchs involved?

Who was Richard III?

Character studies of the monarchs Richard and Edward.

Research – IPADS, books, timelines…

L.O. To compare the two roses of Bosworth. L.O. To research Richard III L.O. To describe Richard III using Alan Peat sentences. L0 To present evidence to prove who made the better king.

1.Choosing nouns or pronouns appropriately for clarity and cohesion. 2. Noun phrases expanded by the addition of modifying adjectives, nouns and prepositional phrases.

Week 2 – Focus on Y5/6 words. Split them into manageable chunks to learn. Orgnaise the lists into lists for home learning? Use in skills.

Week 2

W/B – 16th Sept 2019

Week 3 RESEARCH AND BLUE BOOK

Collect information about Richard III., Childhood, Family – Two princes

Look at the features of a biography and make notes on organisation, vocabulary and features needed.

Plan report in planning frame

Write report (Blue Book)

Use Alan Peat sentences.

L.O. To learn about the life of Richard III. L.O. To investigate the story of ‘The Princes in the Tower’ L.O. To learn the features of a biography. L.O. To plan in detail the biography of Richard III. L.O. To write a biography of Richard III.

1.Using fronted adverbials. 2. Using commas after fronted adveribals.

Week 3 - Focus on Y5/6 words. Split them into manageable chunks to learn. Orgnaise the lists into lists for home learning? Use in skills.

Week 3 – Biography of Richard III

Focus – fronted adverbials, expanded noun phrases

16


Autumn 2019 Literacy text / Genre Literacy learning objectives Grammar

Spellings


W/B – 23rd sept 2019

ARTS WEEK Bosworth Visit

ARTS WEEK Week 4

BOSWORTH VISIT

W/B – 30th Sept

2019

Music Day this

week?

Week 5 – Leaflets following Bosworth Visit.

Persuasive language

Use of Alan eat sentences.

Slogans.

Design features of a leaflet.

Detail needed to entice the visitor. Use of historical information.

L.O. To know and use the features of a leaflet. L.O. To use persuasive language to entice the reader. L.O. To use a slogan as a persuasive device. L.O. To use historical details to produce a persuasive leaflet.

1.Using inverted commas and other punctuation in speech. 2. Using relative clauses beginning with who, which, where, whose, that.

Week 5 Focus on Y5/6 words. Split them into manageable chunks to learn. Orgnaise the lists into lists for home learning? Use in skills.

Week 5 – Poetry Focus – vocabulary, figurative language

W/B –7th Oct 2019

Week 6 – Battle of Bosworth Journalistic report – Discovery of Richard III body in Leicester.

What was the outcome?

What are the features of a journalistic report?

Plan The report

Write the journalistic report Use Alan Peat sentences.

L.O. To retell the events of the Battle of Bosworth. L.O. To learn the features of a journalistic report. L.O. To plan a journalistic report for the Great Battle Of Bosworth. L.O. To write a journalistic report of the Battle of Bosworth.

1.Using relative clauses beginning with who, which, where, whose, that. 2.Using modal verbs to indicate degress of possibility.

Week 6 – Words that sound like shl/and are spelt cial and tial.

Week 6

W/B – 14th Oct 2019

Week 7 – NARRATIVE

Did Richard kill the two princes? What evidence do we have? Are they guilty or not?

Organise evidence for and against

Write the story – What happened to the two princes in the tower.

Use Alan Peat sentences.

L.O. To investigate the story of ‘The princes in the Tower’ L.O. To present evidence for the missing princes. L.O. To organise evidence for the msiing princes. L.O. Write the story – What happened to the two princes?

1.Using modal verbs (might, should, will, must). 2.Using linking words within a paragraph (Collins)

Week 7 - Words that sound like shl/and are spelt cial and tial.

Week 7 – Description Character or setting. Tower of London/Sir Walter Raleigh. Focus – vocabulary, detail and Alan Peat sentences.

W/B –21st Oct 2019

Week 8 – NARRATIVE Continued

L.O. To investigate the story of ‘The princes in the Tower’ L.O. To present evidence for the missing princes. L.O. To organise evidence for the msiing princes. L.O. Write the story – What happened to the two princes?

1.Adverbs - Using adverbs to indicate degrees of possibility.

Week 8 - Homophones and near homophones. Use given homophones and collect own.

Week 8

17


Autumn Term Literacy text / Genre Literacy learning objectives Grammar .

Spellings


W/B – 28th Oct Half Term 2019 Half Term 28th Oct – 1st November

W/B – 4th Nov 2019

Week 9 – Sir Walter Raleigh

Who was Sir Walter Raleigh?

Why is he important in History?

What happened to him?

Make connections with the book- My Friend Walter.

L.O. To use sources to learn about the life of Sir Walter Raleigh. L.O. To know why Sir Walter Raleigh is important in history. L.O. To use evidence from the book ‘My friend Walter’ to write a description.

Using commas for a clearer meaning (Collins Grammar)

Week 9 - – words ending in ious. Use given words. Collect own.

Blue Book Focus – organisation, subheadings, chronological order.

W/B – 11th Nov 2019

Week 10 – Shakespeare Shakespeare and Richard III

How was Richard III presented by Shakespeare and why did he do this?

Who is William Shakespeare?

L.O. To learn about the life of William Shakespeare. L.O. To use evidence to show how Richard III was represented by Shakespeare.

Using colons in lists (Collins) Week 10 – words ending in ious. Use given words. Collect own.

W/B – 18th Nov 2019

Class 10

Assembly week

Week 11 – Richard III (Shakespeare)

Watch animated tales of Richard III for children.

Read parts of the play.

What is the key plot?

How does this compare to the Richard we have ,learnt about?

L.O. To read and understand Richard III by William Shakespeare. L.O. To describethe plot of the play. L.O. To write a character study of Ricahard. To make comparisons.

Revision for assessment week. Week – 11 – Words containing the letter string ough.

Week 11- Science Focus Create an information poster about flowering plants. Focus – paragraphs, vocabulary, standard English

W/B – 25th Nov ASSESSMENT

WK 2019

Class 9 Assembly

Week

Week 12 – Assessment Week

Week 12 -– Words containing the letter string ough.

W/B – 2nd Dec 2019

Class 8 Assembly

Week

Week 13 – Catch up week Weaker areas from Assessments.

1.Linking words in a paragraph. (Collins) 2. Know what a model verb is and when to use one.

Week 13 – Revisit Y5/6 words. Retest and identify words still need to be learnt.

Blue Book

W/B – 9th Dec 2019

Week 14 - ARTS WEEK SHOWCASE OF LEARNING – War of the Roses.

Catch up Grammar sessions. Weaker areas revisited. Areas missed.

Week 14-

W/B – 16th Dec 2019

Week 15 Catch up Grammar sessions. Weaker areas revisited. Areas missed.

18

Year 5 Literacy, Grammar & Spelling Planning Overview Spring 2020 Spring Term

Literacy text / Genre

Weekly comprehensions – Nelson Reading Enrichment – Treason bu Berlie Doherty.

Literacy learning objectives Grammar Focus on weaknesses from

Autumn Term. Collins Weekly grammar books to

be used also. Test practice/consolidation –

grammarsurus.

Spellings

Y5/6 Spellings

Rising Stars/Spelling Shed

Blue Book Writing Opportunities (Every 3 weeks)

The Tudors

Persuasive letter - Tudor

Narrative – Tudor

Instructions – Tudor exploration

Poetry – The highwayman.

Diary writing - Tudor


Wk 1 W/B 7th

January 2020

Week 1 – Inset day MFL Day – French KWL grids Comprehension Spellings/grammar – Focus on weaknesses from Autumn Term.

Relative clauses (Nun, which, who, where Alan Peat)

Punctuation- Use of CL, fullstops and commas.

Commas (2ad Alan Peat sentence)

Linking words in a paragraph.

Apostrophes for possession and contraction.

Reading enrichment – Treason.

To use VIPER skills to answer questions in detail.

To use accurate punctuation in sentences.

To link paragraphs using linking words.

To use apostrophes for possession and contraction.

To use commas accurately.

To learn and use Alan Peat sentences to up –level writing.

Spellings/grammar – Focus on weaknesses from Autumn Term.

Relative clauses (Nun, which, who, where Alan Peat)

Punctuation- Use of CL, fullstops and commas.

Commas (2ad Alan Peat sentence)

Linking words in a paragraph.

Apostrophes for possession and contraction.

Revise spellings from the Autumn Term.

Year 5/6 words

Rising stars

Homophones consolidation.

Revision from the Autumn Term (Rising stars p32)

WK 2 W/B – 13th

January 2020

ARTS WEEK

Wk 3 W/B –20th

January 2020

Letters – Persuasive (Tudor link) Formal

Letter to persuade

(Ideas) Letter to Henry RE: Divorce/marriage, Catholic church or letters to persuade Hentry not to behead one of his wives.

Comprehension – Nelson

Create paragraphs that are suitably linked

Expanded noun phrases .

Linking paragraphs.

Spelling Shed Blue Book

19

Year 5 Literacy, Grammar & Spelling Planning Overview Spring 2020 Spring Term

Literacy text / Genre Literacy learning objectives Grammar Spellings


Wk 4 W/B – 27th Jan

2020

Instructions ( Tudor Exploration Link)

To prepare for a Tudor exploration. To write instructions to explain this.

To use brackets to indicate parenthesis.

To use Alan Peat sentences such as similes, 2ad and ad, same ad. Comprehension – Nelson.

Select and use organisational devices that are relevant to the text,

To use commas to clarify meaning.

Use brackets and dashes and commas. (Use O.(I) Alan Peat sentence).

To use colons to introduce lists. (De:De Alan Peat sentence)

Spelling Shed

WK 5

W/B – 3rd Feb

2020

Narrative – Tudor link

Plan and write own Tudor story using Tudor prompts.

Plan, draft and edit using CUPS and ARMS.

Tudor prompts – characters, settings, objects.

To use accurate speech punctuation.

To use dialogue to convey a character.

To use speech punctuation in dialogue in narrative.

To use accurate punctuation in speech dialogue.

Spelling Shed

WK 6

W/B –10th

Feb 2020

Narrative (Tudor Link)

To continue to write Tudor

narrative.

To draft and edit to up level and

improve writing.

To use a thesaurus to up level

vocabulary.

To add adverbials and linking

words.

To draft and edit to up

level writing.

To use adverbials

accurately.

To use commas for

clearer meanings

.(Emotion, comma

Alan Peat

sentence).

Spelling Shed Blue Book

Retelling a traditional tale.

Half Term

WK 7 W/B – 24th Feb

2020

Poetry – The highwayman

To read and analyse the poem.

To clarify difficult vocabulary.

To understand meaning and answer questions.

L.O. To use effective language to engage the reader.

Consolidate accurate punctuation.

Use commas for clearer meaning. .(Emotion, comma Alan Peat sentence).

Spelling Shed

WK 8 W/B 2nd March

2020

Week 8 – ARTS WEEK

Spelling Shed

20

Year 5 Literacy, Grammar & Spelling Planning Overview Spring 2020

Spring Term



WK9 W/B – 9th March 2020

Diary writing – The Tudors

To use effective language to convey emotion.

To use adverbs, modal verbs to indicate degrees of possibility.

Adverbs and modal verbs to show possibility.

Blue Book

WK 10 W/B – 16th March

Complete diary writing/poetry

Grammar consolidation of areas.

Question practise.

Spelling Shed

WK 11 W/B – 23rd March 2020

Week 11 – ASSESSMENT WEEK Blue Book -

WK 12 W/B – 30th March 2020

Week 12 – Easter Production

21


Autumn Term

Literacy text / Genre Literacy learning objectives Grammar GPS & Spelling tests in Year 6 Rising stars GPS to be used +

SATs papers half termly. Achieve 100/100+

Spellings Rising Stars Weekly spelling

programme and tests.(Skills time). Also Spelling tests in Year 6 Rising stars GPS to be used half termly.


WW1

War Horse by Michael Morpurgo

War Horse by Michael Morpurgo Daily GGR sessions

Description

Narrative


Poetry- Remembrance

Argument

Leaflet/Advert

Newspaper Report of breakout of war

Diary of a character

Letter from trenches

Formal letter

Grammar L.Os L.O. To understand the terminology. L.O. To use GRAMMAR FEATURES accurately. Spelling L.Os L.O. To recognise and spell words all year 3 and 4 words. L.O. To apply the spelling rules in our writing. Reading L.O To use VIPERS to develop reading skills in GGR.

Grammar Revision of word classes Nouns Subject, verb, object Active and passive Phrases and clauses Adverbs and adverbials Embedded clauses Connectives and cohesion I and me Formal and standard English Speech Grammar sentence deconstruction each day – back of Literacy books.

Revision of Year 3 / 4 word list /sh/ sound spelled ‘ch’ -gue endings -que endings /s/ sound spelled ‘sc’ Homophones Prefixes – un-, dis-, mis-, re- Reviewing words from year 3 4 list Spelling Bee exercise weekly.

(using a range of vocabulary and Alan Peat sentences) Cold write. Diary of a character/soldier Description of the trenches Poem: remembrance Formal letter Narrative Newspaper Article


W/B – 3.09

Week 1 – Introduction to the book War Horse by Michael Morpurgo

Using GGR resources to introduce War Horse

Study of opening paragraphs.

Reading of Chapters 1,2,3

Using rich vocabulary and Alan Peat sentences to describe the main character.

Complete Comprehension Questions

L.O. To compose grammatically correct sentences with a wide range of structures.

Grammar Rising Stars p6-7 Revision of Word Classes

Week 1 – Revision of Y3/4 Chapter 1: vocabulary WOW words: nuisance, consolation, nickered, colt.

Week 1 –Description of an image from WW1- a COLD write. Focus – vocabulary, Alan Peat sentences.

W/B – 9.09

Week 2 – Non-chron report Animals in WW1 – how were they used?

L.O. As a historian, I can research and make notes. L.O Identify features of a non-chron report L.o As a historian I can organise and write a report, that is historically accurate.

Grammar Nouns, Rising Stars p8-9

Week 2 Revision of Y3/4 words.

22

Year 6 Literacy, Grammar & Spelling Planning Overview Autumn 2019 Autumn Term



W/B – 16.09

Week 3 – Diary of a character. Read chapters 4,5,6 Complete Comprehension Questions

L.O to identify features of a diary. L.O To use empathy when writing a diary entry

Grammar Subject, object and verb Rising Stars p10-11

Week 3 - Revision of Y3/4 words. Review vocabulary and WOW words.

Week 3 – Write a diary entry in character, using WOW words, Alan Peat sentences and historical accuracy.

W/B – 23.09

Week 4 –Adverts Create an advert to encourage young men to volunteer to go to war.

L.O. To learn the features of an advert. L.O. Choose a suitable format for an advert. L.O. To use persuasive language when writing.

Active and Passive Voice Rising Stars p12-13

Week 4 - - Revision of Y3/4 words.

W/B – 30.09

Week 5 – Newspaper Article Write a journalistic report on the outbreak of war. Read chapters 7,8,9 Complete Comprehension Questions

L.O. As a historian I can research the causes for WW1 outbreak. L.O. To identify the features of a news report. L.O. To use active and passive voice L.O. To write a report using correct features.

Phrases and clauses Rising Stars p14-15

Week 5 – - Revision of Y3/4 words. WOW words and new vocabulary.

Week 5 – Write a formal News Report using: headline, orientation, quotes, caption, passive voice, subjunctive mood, reorientation.

W/B – 7.10

Week 6 – A Recount of a day in the trenches Read Ch 10,11,12 Complete Comprehension Questions

L.O. To research what life was like at the front. L.O To know and use the features if a recount. L.O To use adverbials and prepositions of time and place to connect paragrphs.

Adverbs and Adverbials Rising Stars p16-17

Week 6 – Review of 5/6 spellings WOW words and new vocabulary,

W/B – 14.10

Week 7 – Letter from the trenches Read ch 13,14,15 Complete Comprehension Questions

L.O. As a historian, I can write a realistic letter to from the trenches. L.O To identify and use features of an informal letter.

Embedded clauses Rising Stars p18-19

Week 7 – Review of 5/6 spellings Week 7 - Letter from the trenches.

W/B – 21.10

ARTS WEEK

W/B 4.11

MARLE HALL WEEK Read Ch 16,17,18 Complete Comprehension Questions

23


Autumn Term



W/B – 11.11

Week 2 – Poetry- study a variety of war poems. Read Ch19,20 Complete Comprehension Questions

L.O. To identify language features in a poem. L.O. To discuss responses to a text. L.O. To make careful choices about vocabulary used. L.O. To write a poem using expanded noun phrases.

Connectives and cohesion Rising Stars p20-21

Week 10 –Review of Spelling 5/6 list. WOW words and new vocabulary from text.

Week 10- War poem.

W/B – 18.11 Week 3 - ASSESSMENT WEEK

W/B – 25.11

Week 4 – Narrative Read Ch21 Complete Comprehension Questions

L.O. To identify language features of a narrative. LO. To engage the reader with an exciting opening and character description/setting. L.O To use a range of sentences, conveying emotions (show not tell).

Speech Rising Stars p26-27


W/B – 02,12. Week 5 – Chronological Report of visit to IWM, London

Formal language Rising Stars p24-25


Week 11- Chronological Report

W/B – 09.12

Week 6- Narrative- continued LO to create tension and build up.

LO to write a fitting resolution. I and Me Rising Stars p22-23


W/B – 16.12 Week 7- ARTS WEEK

24

Chetwynd Junior School – Termly Overview Spring Term Year 6

Reading Enrichment Literacy Numeracy

Week 1 W/B 6.1.20

Introduction to class read BISP Ch 1

Showcase: Letter to Mr. Bateman Decimals –multiplying and dividing by 10, 100, 1000

Week 2 W/B 13.1.20

ARTS WEEK ARTS WEEK ARTS WEEK

Week 3 W/B 20.1.20

Ch 2+3 answer prepared questions Achieve 100/100+ timed comprehension

Character description Decimals - fractions

Week 4 W/B 27.1.20

Ch 4+5 answer prepared questions Informal letter Percentages- Finding percentages of amounts. Including word problems

Week 5 W/B 3.2.20

Diary entries comprehension Diary of a character Percentages – converting fractions to decimals and percentages. Looking at equivalents

Week 6 W/B 10.2.20

Ch6+7 answer prepared questions. Achieve 100/100+ timed comprehension

Poetry writing Algebra – find and write algebraic rules

W/B 17.2.20 HALF TERM

Week 7 W/B 24.2.20

Ch 8 answer prepared questions Achieve 100/100+ timed comprehension

Journalistic writing- discovery of Aushwitz Algebra – solving algebraic equations

Week 8 W/B 2.3.20

Ch 9 answer prepared questions Journalistic writing- discovery of Aushwitz Converting measurements – metric to imperial etc.

Week 9 W/B 9.3.20


Narrative writing- how Shmuel got his black eye

Area and perimeter – squares, rectangles, parallelograms, triangles

Week 10 W/B 16.3.20

ASSESSMENT WEEK ASSESSMENT WEEK ASSESSMENT WEEK

Week 11 W/B 23.3.20

Ch 11 answer prepared questions Go over SATs assessment paper


Measurement – volume of shapes Problem solving

Week 12 W/B 30.3.20



Ratio and proportion

25

ENGLISH National Curriculum 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. Reading The programmes of study for reading at key stages 1 and 2 consist of two dimensions:

Word reading.

Comprehension (both listening and reading).

Writing The programmes of study for writing at key stages 1 and 2 are constructed similarly to those for reading:

Transcription (spelling and handwriting)

Composition (articulating ideas and structuring them in speech and writing).

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

26

Pupils should be taught to:

Spoken Language

Listen and respond appropriately to adults and their peers.

Ask relevant questions to extend their understanding and knowledge.

Use relevant strategies to build their vocabulary.

Articulate and justify answers, arguments and opinions.

Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.

Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.

Use spoken language to develop understanding through speculating, hypothesising, imaging and exploring ideas.

Speak audibly and fluently with an increasing command of Standard English.

Participate in discussions, presentations, performances, role play, improvisations and debates.

Gain, maintain and monitor the interest of the listener (s).

Consider and evaluate different viewpoints, attending to and building on the contributions of others.

Select and use appropriate registers for effective communication

Year 3 Year 4 Year 5 Year 6

All Year Groups.

All Year Groups.

All Year Groups.

All Year Groups.

Reading

Daily Reading Enrichment sessions introduced across the school.

Big Cat Reading Scheme adopted. Quality texts chosen to support project based approach to

learning.

Read further exception words, noting the unusual correspondence between spelling and sound, and where these occur in the word.

Apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words they meet.

Read further exception words, noting the unusual correspondence between spelling and sound, and where these occur in the word.


N/A


N/A


27

Reading Comprehension

VIPERS approach adopted; Vocabulary, Inference, Prediction, Explanation, Retrieval, Summary.

APE approach adopted; Answer it, Prove it, Explain it.

RSC approach adopted; Standing up to read aloud, reading to points of punctuation.

Book Talk promoted throughout the school.

Year 3 Year 4 Year 5 Year 6 Develop positive attitudes to reading and understanding of what they read

by:

Listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.

Reading books that are structured in different ways and reading for a range of purposes.

Using dictionaries to check the meaning of words that they have read.

Increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally.

Discussing words and phrases that capture the reader’s interest and imagination.

Identifying themes and conventions in a wide range of books.

Recognising some different forms of Poetry (e.g. free verse, narrative poetry) .

Preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action.

Understand what they read, in books they can read independently, by:

Checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context.

Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.

Predicting what might happen from details stated and implied.

Asking questions to improve their understanding of a text.

Identifying main ideas drawn from more than one paragraph and summarising these.

Identifying how language, structure, and presentation contribute to meaning.

Retrieve and record information from non-fiction.

Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.

Maintain positive attitudes to reading and understanding of what they read by:

Continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.

Reading books that are structured in different ways and reading for a range of purposes.

Increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literacy heritage, and books from other cultures and traditions.

Recommending books that they have read to their peers, giving reasons for their choices.

Identifying and discussing themes and conventions in and across a wide range of writing.

Making comparisons within and across books.

Learning a wider range of poetry by heart.

Preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience.

Understand what they read by:

Checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context.

Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.

Predicting what might happen from details stated and implied.

Asking questions to improve their understanding.

Provide reasoned justification for their views.

Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.

Summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas.

Identifying how language, structure and presentation contribute to meaning.

Retrieve, record and present information from non-fiction.

Distinguish between statements of fact and opinion.

Participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously.

Explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary.

28

Handwriting

(Skills time).

Lined books utilised by Year 3 to promote better handwriting (Literacy / Blue Book).

Year 4 Literacy.


Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined.

Increase the legibility, consistency and quality of their handwriting (for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch).

Write legibly, fluently and with increasing speed by: Choosing which shape of a letter to use when given

choices and deciding whether or not to join specific letters.

Choosing the writing implement that is best suited for a task.

29

Writing : Punctuation and Grammar


Sentence Structure Expressing time, place and cause using conjunctions (e.g. when, so, before, after, while, because), adverbs (e.g. then, next, soon, therefore) or prepositions (e.g. before, after, during, in, because). Text Structure Introduction to paragraphs as a way to group related material. Headings and sub-headings to aid presentations. Use of the present perfect form of verbs instead of the simple past (e.g. He has gone out to play contrasted with He went out to play). Punctuation Introduction to punctuate direct speech. Terminology

Preposition, conjunction

Word family, prefix

Clause, subordinate clause

Direct speech

Consonant, consonant letter vowel, vowel letter

Inverted commas (for ‘speech marks’)

Sentence Structure Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (e.g. the teacher expanded to: the strict maths teacher with curly hair). Fronted adverbials (e.g. later that day, I heard bad news). Text Structure Use paragraphs to organise ideas around a theme. Appropriate choice of pronoun and noun within and across sentences to aid cohesion and avoid repetition. Punctuation Use of inverted commas and other punctuation to indicate direct speech. Apostrophes to mark plural possession. Use of commas after fronted adverbials. Terminology

Determiner

Pronoun, possessive pronoun

adverbial

Sentence Structure Relative clauses beginning with who, which, where, why, whose, that, an omitted relative pronoun. Indicating degrees of possibly using adverbs (e.g. perhaps, surely) or modal verbs (e.g. might, should, will, must). Text Structure Devices to build cohesion within a paragraph (e.g. then, after that, this, firstly). Linking ideas across paragraphs using adverbials of time (e.g. later), place (e.g. nearby), number (e.g. secondly) and tense choice (e.g. he had seen her before). Punctuation Brackets, dashes or commas to indicate parenthesis. Use of commas to clarify meaning or avoid ambiguity. Terminology

modal verb, relative pronoun

relative cause

parenthesis, bracket, dash

cohesion, ambiguity

Sentence Structure Use of the passive voice to affect the presentation of information in a sentence. The difference between structures typical of informal speech and structures appropriate for formal speech and writing (such as the use of question tags e.g. He’s your friend, isn’t he? Or the use of subjunctive forms such as I were or Were they to come in some very formal writing and speech). Text Structure Linking ideas across paragraphs using a wider repetition of word or phrase, grammatical connections (e..g the use of adverbials such as the other hand, in contrast) and ellipsis. Layout devices such as headings, sub-headings, columns, bullets, tables to structure text. Punctuation Use of semi-colon, colon and dash to mark the boundary between independent clauses. Use of the colon to introduce a list and use of semi-colon within lists. Punctuation of bullet points to list information. How hyphens can be used to avoid ambiguity. Terminology

subject, object

active, passive

synonym, antonym

ellipsis, hyphen, colon, semi-colon, bullet points.

30

Writing : Composition

Blue Book Writing; extended piece of writing fortnightly, away from the point of teaching,

Opportunities sought for extended writing in cross curricular areas.

Year 3 Year 4 Year 5 Year 6 Plan their writing by:

Discuss writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.

Discuss and record ideas. Draft and write by:

Compose and rehearse sentences orally (including dialogue) progressively building a varied and rich vocabulary and increasing range of sentence structures.

Organise paragraphs around a theme.

In narratives, create settings, characters and plot.

In non-narrative material, use simple organisational devices such as headings and sub-headings.

Evaluate and edit by:

assessing the effectiveness of their own and others’ writing and suggest improvements.

proposing changes to vocabulary, grammar and punctuation to improve consistency, including the accurate use of pronouns in sentences.

Proof read for spelling and punctuation errors. Read aloud their writing, to a group or whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.

Plan their writing by:

Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.

Noting and developing initial ideas, drawing on reading and research where necessary.

In writing narratives, considering how authors have developed characters and settings in what pupils have read, listening to or seen performed.

Draft and write by:

Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.

In narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action.

Précising longer passages.

Using a wide range of devices to build cohesion within and across paragraphs.

Using further organisational and presentational devices to structure text and to guide the reader (for example, headings, bullet points, underlining)

Evaluate and edit by:

Assessing the effectiveness of their own and others writing.

Proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.

Ensuring the consistent and correct use of tense throughout a piece of writing.

Ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register.

Proof read for spelling and punctuation errors.

Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.

31

Writing : Spelling

Spelling incentives programme in place in each Year Group.

Spelling ‘Shed’ introduced – Spring term 2020.


Spell further homophones. Spell words that are often misspelt. Use the first 2 or 3 letters of a word to check its spelling in a dictionary. Use further prefixes and suffixes and understand how to add them. Write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far. Place the possessive apostrophe accurately in words with regular plurals and in words with irregular plurals

Continue to distinguish between homophones and other words which are often confused. Use the first 3 or 4 letters of a word to check spelling, meaning or both of these in a dictionary. Use dictionaries to check the spelling and meaning of words. Use a thesaurus. Use further prefixes and suffixes and understand the guidance for adding them. Spell some words with ‘silent’ letters. Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically.

32

INTRODUCTION This document is a statement about:

Aims

Principles

Strategies for teaching and learning English at Chetwynd Junior School. The importance of English: In studying English pupils develop skills in speaking, listening, reading, grammar, spelling, punctuation and writing. It enables them to express themselves creatively and imaginatively, and to communicate with others effectively. Pupils learn to become enthusiastic and critical readers of stories, poetry and drama as well as non-fiction and media texts. The study of English also helps pupils understand how language works by looking at its patterns, structures and origins. Using this knowledge, pupils can choose and adapt what they say and write in different situations.

AIMS STATEMENT Chetwynd Junior School is an extension of the family. Within this ethos, the school aims to promote an educational provision of the very highest standard. The school is committed to the promotion of the development of the ‘whole’ child including meeting the needs of their physical, intellectual, spiritual, moral, social and cultural development. The school views the community as a valuable learning source and we aim to promote the love of life long learning.

CURRICULUM POLICY STATEMENT

Chetwynd Junior School aims to provide a well-planned curriculum which: Is broad and balanced based on the requirements of the National Curriculum. Is stimulating and challenging seeking to extend children’s knowledge, key skills, understanding and creativity, in order to develop enquiring minds. Is firmly committed to the principle of equality for all children. Is relevant to the needs and interests of the children and the community we serve. Provides children with the means to develop their potential intellectually, physically and emotionally. Enables children to question, acquire self-knowledge and to develop responsibility and independence. Provides children with opportunities to develop their own self-esteem.

This curriculum will be taught using a variety of teaching styles and groupings as appropriate to the intellectual and emotional needs of the children.

Children will be provided with opportunities to learn from a wide range of experiences both within school and the local community. All teaching will be planned, referencing the key skills (see Chris Quigley document), to develop an individual’s potential and will take account of both previous and future learning needs. Children will receive regular constructive feedback about their work.

33

PRINCIPLES

The School curriculum comprises all learning and other experiences that Chetwynd Junior plans for the children in its care.

The National Curriculum sets out a clear, full and statutory entitlement to learning for all pupils. It determines the content of what will be taught and provides a clear and shared commitment to the knowledge, skills and understanding that children can expect to learn.

The National Curriculum lays out the statutory requirements in the form of objectives for: *Spoken language *Reading (Word reading and comprehension) *Writing (Transcription, composition, vocabulary, punctuation and spelling)..

All planning is focused on the learning centred approach.

Language of learning to be used throughout literacy.

Opportunities for cross curricular work is embedded into literacy planning.

There are planned opportunities for writing across the curriculum and blue book assessment is used to support this.

Analysis of progress through both formative and summative assessments. Our English curriculum aims to develop pupils abilities within an integrated programme of Speaking and Listening, Grammar, Spelling, Punctuation, Reading & Writing. Pupils will be given opportunities to interrelate the requirements of English within a broad and balanced approach to the teaching of English across the curriculum, with opportunities to consolidate and reinforce taught literacy skills.

At Chetwynd Junior School we suggest that the key skills for English are the following: Speaking with confidence in a range of contexts. Listening, understanding and responding appropriately to others. Read with confidence, fluency, accuracy and understanding. To also have a range of independent

strategies to self-monitor and correct. To have a love of reading, reading for enjoyment. Understanding and appreciating, Literacy and non-fiction texts. Communicate ideas in written format, clearly and in a lively and thoughtful way, in a range of

different forms. To be able to write in a variety of styles. To have an interest in words, their meanings; developing a growing vocabulary in spoken and

written forms. To use accurate spelling and punctuation in writing. To write legibly in both joined and printed styles, with increasing fluency and speed. To use knowledge of language structure effectively in writing. Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic

conventions for reading, writing and spoken language.

34

Feedback to pupils about their progress in English is achieved through the following:

Praise and encouragement.

Advice on how to overcome difficulties.

Sensitive criticism.

Advice on areas of strength and weakness.

The next stage of development. Effective marking of work must be based on a ‘formative’ approach and;

Aims to be encouraging and supportive. Advises on areas of strength and weakness. Is carried out with the child present whenever practicable. and x should be accompanied by a brief comment which should inform the child about the

next stage of development.

Mistakes should not be erased, they should be corrected. Formative Assessment is used to identify progress and diagnose areas for development. Summative Assessment is used for reporting purposes.

THE ROLE OF THE ENGLISH LEADER is to

Take the lead in policy development and the production of schemes of work designed to ensure progression and continuity in English throughout the school.

Support colleagues in their development of detailed work plans and implementation of the scheme of work and in assessment and record keeping activities.

Monitor progress in English and advise the Headteacher on action needed.

Take responsibility for the purchase and organisation of school resources.

Keep up-to-date with developments in English education and disseminate information to colleagues as appropriate.

Take a lead in policy development.

Improve the standards of teaching and learning throughout the school.

Supporting colleagues in CPD.

Ensuring teachers seek the opportunities to make cross curricular links.

Strategies for the use of resources The resource base for English in the classroom should include the following: i. A range of textbooks to include:

Rising Stars Achieve 100 Nelson Comprehension Collins Vocabulary, Punctuation and Spelling Stimulus for children’s writing. Handwriting.

ii. Sets of books for guided reading.

iii. Language Games.

iv. Dictionaries.

v. Big books and posters

vi. Range of reading materials (class based)

vii. Topic packs from School Library Service.

viii. Drama Tapes.

ix. Videos.

x. CD ROMs/Web Resources: SPAG Bootcamp etc.

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Textbooks include:

Collins Vocabulary, Grammar and Punctuation Books

Letts Differentiated Word and Sentence.

Rising Stars Achieve 100 (plus)

Nelson Comprehension

CGP – Revision Guides Team/Staff/Classroom resources should include access to the following:

School Non-fiction Reference Library. Fiction Library/Bookcases. Books and resources supplemented by the Schools’ Library Service. Reading Schemes. Reading support materials for children with learning difficulties. Teachers’ Resources.

CHETWYND JUNIOR SCHOOL · 2020. 2. 4. · Cave Baby by Julia Donaldson Cave Baby. N/B – Week 1...

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