CLAVERING CURRICULUM FOR ENGLISH
For more information, please contact Mrs Thèbé (English and Languages Leader), Mr McAvoy (Deputy Headteacher) and/or your child's/children's teacher(s).
In addition to this webpage about the Clavering Curriculum for English, please also check out our webpages for our Phonics Approach and our Reading Schemes.
Introduction
English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils, therefore, who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.
Aims of the Clavering Curriculum for English
The overarching aim for the Clavering Curriculum for English is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment.
The Clavering Curriculum for English 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 for purpose;
- 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.
Clavering Learning Foci for English
1. To acquire the knowledge, understanding and skills associated with Spoken Language.
2. To acquire the knowledge, understanding and skills associated with Reading, including:
- Word reading;
- Comprehension.
3. To acquire the knowledge, understanding and skills associated with Writing, including:
- Transcription: Spelling;
- Transcription: Handwriting and presentation;
- Vocabulary and grammar;
- Punctuation;
- Composition.
Text types studied in each year group
Year 1:
Non-narrative: Recounts; Instructional texts; Information texts; Informal letters: recounts; Informal letters: postcards/holiday letters.
Narrative: Fairy Tales; Traditional Tales; Fantasy; Stories with a familiar setting; Stories with predictable and patterned language; Different stories by the same author; Tales from other countries and/or cultures.
Poetry: Themed poems, rhythm and rhyme; Rhyme, language patterns and simple structures; Themed poems.
Year 2:
Non-narrative: Recounts; Instructional texts; Explanatory texts; Non-chronological reports; Informal letters: recounts; Informal letters: postcards.
Narrative: Fairy Tales; Traditional Tales; Stories with a familiar setting; Different stories by the same author; Tales from other countries and/or cultures.
Poetry: Structural and language patterns; Themed poems; Humorous poems (including language play).
Year 3:
Non-narrative: Recounts; Instructional texts; Explanatory texts; Non-chronological reports.
Narrative: Mystery; Myths and Legends; Fables; Stories with different settings; Different stories by the same author; Tales from other countries and/or cultures.
Poetry: Performance poems; Shape poems and calligrams; Language play.
Year 4:
Non-narrative: Recounts; Instructional texts; Explanatory texts; Non-chronological reports; Diaries; Persuasive texts: letters, speeches/presentations; Journalistic writing: articles/reports, recounts, interviews; Letters: informal (e.g. postcards) and formal (e.g. persuasion).
Narrative: Science Fiction; Tales from other countries and/or cultures; Play scripts; Class novel: The Diary of a Killer Cat by Anne Fine; Class novel: Journey to Jo'burg by Beverley Naidoo
Poetry: Imagery; Exploring form (e.g. syllabic forms (haiku, cinquain), prayers, songs, rhyming forms (couplets), list poems, shape poems, alphabet and number poems, question and answer poems, monologues, free verse); Classic poetry.
Year 5:
Non-narrative: Explanatory texts; Non-chronological reports; Persuasive texts: letters, leaflets/brochures, speeches/presentations; Formal letters: persuasion; Journalistic writing: articles/reports, recounts, interviews.
Narrative: Thriller; Myths & Legends; Traditional Tales from other countries and/or cultures; Fables; Class novel: Private Peaceful by Michael Morpurgo; Class novel: Stig of the Dump by Clive King.
Poetry: Classic poetry; Narrative poetry; Performance.
Year 6:
Non-narrative: Explanatory texts; Non-chronological reports; Autobiographies/Biographies; Diaries; Debate/Discussion/Balanced Argument texts; Persuasive texts: letters, leaflets/brochures, speeches/presentations; Journalistic writing: articles/reports, recounts, interviews; Informal letters: recounts, invitations, postcards; Formal letters: information, explanation, persuasion, complaint.
Narrative: Tales from other countries and/or cultures; Play scripts; Class novel: The Machine Gunners by Robert Westall; Class novel: Room 13 by Robert Swindells; Class novel: Kensuke's Kingdom by Michael Morpurgo.
Poetry: Classic poetry; Imagery; Poetic voice.
Long Term Plan for English, showing topics studied each half-term