English empowers students to express themselves confidently in their writing and verbally. Students will engage with a wide variety of texts, from a diverse collection of authors and viewpoints. They will understand how texts are constructed by writers – the reading that they engage with will inform and develop their own written style – and they will be able to make conscious choices in order to effectively communicate their ideas and views. Through their reading they will develop empathy, creativity and criticality, enabling them to explore and comment on different interpretations of meaning.
| Text as a construct (narrative, genre, context) | Students understand that literature can be organised by genre, and can discuss ways in which texts fit into different literary movements (class readers and personal reading). Students can explain narrative choices and the purpose or impact of these, such as the use of the split narrative in a novel. Students can explain or appreciate how the society or cultural setting of a book has different prejudices, values and customs to their own society or culture. | ||||
| Empathy/human condition | Students can consider and explain the actions, motivations and changes in characters they read about. Students notice shifts in relationships between characters, and can explain reasons for them. Students elicit messages from what they read. Students develop the awareness and understanding to recognise how the character’s actions and behaviours help them to reflect on their own, and others’ actions. | ||||
| Communication (procedural knowledge based on declarative knowledge) | Students are developing a clear and authentic voice, making deliberate choices for what they say and how they say it. Students understand the importance of the drafting process, and readily offer, elicit and respond to critique. Students have the technical knowledge to communicate effectively. | ||||
| Creativity (procedural knowledge based on declarative knowledge) | Students can be playful in their thinking and in their writing. Examples: reimagining Greek myths; writing additional chapters; exploring texts from the perspective of a different character. Students take inspiration from varied places – their reading, their daily lives, TV/film, other subjects / projects. | ||||
| The study of language | Students use lit programme skills to comprehend what they read. They ‘know what they don’t know.’ Students question what they read. Students understand that books are a representation, and can question particular representations, comparing them to their own knowledge or experience of the world. Students can zoom in and out of texts, linking small details to broader themes. | ||||
| Interpretation/Criticality | Students are aware of purpose and audience when dealing with text. They are able to identify structural and stylistic conventions of texts, in order to consider ‘how they work’ | ||||
| Appreciation/Joy | Students are developing taste. They have types of books and texts they enjoy, and types they do not. Students see themselves as readers and writers. Students take pleasure in discussing what they have read, and reading aloud what they have written. | ||||
The study of English is underpinned by a focus on:
These are nurtured through an English curriculum of the head, heart and hand:
Head:
Heart:
Hand:
| Phases 1 and 2 | Developing a love of learning | ||||
| Phase 1 Journey | Students build the foundational skills of literacy through listening to a wide range of stories, rhymes and songs which promote participation. Learners will be encouraged to develop reading skills through the explicit teaching of phonics, linking sounds to letters and begin to recognise patterns within words.
During their time in the EYFS students will develop their writing skills, writing simple words such as their names and labels. In year 1, confidence is developed through more formal activities such as writing simple sentences and using punctuation. Their confidence in phonics will be developed and will culminate in the phonics screening check which occurs at the end of year 1. |
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| Phase 2 Journey | As children progress to Year 2, they develop their knowledge of grammar and punctuation, as well as their speaking, reading, and writing skills. Learners will become increasingly confident in recognising and spelling many common and tricky words. At this stage of thIer learning journey, creativity and curiosity will be explored through creative writing and poetry.
n year 3 and 4, children continue improving and refining their reading and writing skills through exploration of big ideas. This is taught via the vehicle of high quality texts, which offer the children an arena to develop their own perspective and opinion. It is in these years that the children begin to develop a critical voice within the subject. |
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| Phases 3 and 4 | Developing passions and increasing independence | ||||
| Phase 3 Journey | Students engage in a rigorous, creative and innovative curriculum that enables them to consolidate their skills, knowledge and understanding of the last five years. They are encouraged to become responsible and independent learners and to take increasing ownership of their learning. They begin to develop their passions in terms of favourite authors and genres and have the freedom to choose which books they read. In Writing, they continue to develop their authorial style and write using a wide range of complex sentence styles, vocabulary and punctuation. This phase culminates in students taking part in the KS2 SATs tests. | ||||
| Phase 4 Journey | Students begin to think more creatively around texts, interrogating them through different lenses. Learners have the opportunity to write authentically in a wide range of contexts, further developing their own voice. Phase 4 allows the learners to be faced with engaging and challenging topics and to see English as a door to a variety of lived experiences. In this phase, the children develop their own tastes whilst also improving their criticality around literature in all its forms. At the end of the phase, they are encouraged to write for authentic audiences. One example of this is the preparation, writing and performance of their own spoken word poem for the Year 9 Poetry Slam. | ||||
| Phases 5 and 6 | Building choice, autonomy and empowered professionalism | ||||
| Phase 5 Journey | Students continue to develop their analytical skills through the study of GCSE core texts and are encouraged to understand and critically evaluate them through making comparisons, analysing writers choice of language, and seeking evidence in the text to support a point of view. Through empowering learners to be precise and analytical, they are given the tools with which to unlock further study post Year 11. | ||||
| Phase 6 Journey | Students will be encouraged to further expand their interest and enjoyment of literature from across a wider range of genres and text types. They will develop their critical responses to texts and respond to them in deeply personal ways, showcasing a sense of choice and autonomy through planning and writing their coursework. Autonomy will be promoted through learners being able to choose the title and direction of the essay.. Students will leave with a detailed understanding of structure, genre, language and form. They will be empowered through their refinement of critical analysis, to write academically and professionally and will be assured and confident in their reading, writing and speaking skills, Ready to unlock the next chapter of their lives. | ||||
Autumn term 1
How can we show our school values?
Autumn term 2
How does our Community celebrate?
Spring term 1
I wonder what we will find in the woods today?
Spring term 2
Where can we go on an adventure?
Summer term 1
I wonder what’s in the egg?
Summer term 2
How can I become a hero?
Autumn term 1
Values stories
Autumn term 2
The High Street by Alice Melvin
Ready Steady Mo! by Kes Gray and Mo Farah
Olympic Poems by Brian Moses and Roger Stevens
Spring term 1
Toys in Space by Mini Grey
Lost in the Toy Museum by David Lucas
Spring term 2
Handa’s Surprise, Eileen Browne.
Pumpkin Soup by Helen Cooper
Rosie Revere Engineer by Andrea Beaty
Summer term 1
Summer term 2
The Great Fire of London by Emma Adams.
Vlad and the Great Fire of London by Kate Cunningham.
Autumn term 1
Values stories
How did this get in my lunchbox? by Christine Butterworth
Autumn term 2
The Snail and The Whale by Julia Donaldson
The Storm Whale by Benji Davies
Spring term 1
I was a Rat by Phillip Pullman
Spring term 2
Where the Wild Things Are by Maurice Sendak
Summer term 1
Explorers from the series Little People, Big Dreams
Summer term 2
Milo Imagines the World by Matt de la Peña
Autumn term 1
Values stories
The Story Orchestra: Swan Lake by Katy Flint
Autumn term 2
Usbourne Lift the Flap: Earthquakes and Volcanoes
Spring term 1
The First Drawing by Mordicai Gerstein
Stone Age Boy by Satoshi Kitamura
Spring term 2
The Incredible Book Eating Boy by Oliver Jeffers
How to Heal a Broken Wing by Bob Graham
Summer term 1
The Last Bear by Hannah Gold
Climate Action by Georgina Stevens
Summer term 2
The Egyptian Cinderella by by Shirley Climo
Inside The Pyramid by Enrique Gato
Autumn term 1
Values stories
The Boy at the Back of the Class by Onjali Q. Raúf
Autumn term 2
Amazing Rivers : 100+ waterways that will boggle your mind by Julie Vosburgh Agnone
The River by Valerie Bloom
Spring term 1
Escape from Pompeii by Christina Balit
Spring term 2
Arthur and the Golden Rope by Joe Todd-Stanton
The Boy, the Mole, the Horse and the Fox by Charlie Mackesy
Summer term 1
Feast by Disney
National Parks by Chris Turnham
Summer term 2
Still I Rise by Maya Angelo
Autumn term 1
Values stories
The Explorer by Katherine Rundell
Autumn term 2
The Explorer by Katherine Rundell
If by Rudyard Kipling
Spring term 1
Children of the Benin Kingdom by Dinah Orji
Spring term 2
Troofriend by Kirsty Applebaum
Summer term 1
The Jamie Drake Equation by Christopher Edge
Summer term 2
Who Let the Gods Out?by Maz Evans
A range of Ancient Greek myths
Autumn term 1
Values stories
Welcome to Nowhere by Elizabeth Laird
Autumn term 2
Welcome to Nowhere by Elizabeth Laird
Spring term 1
Letters from the Lighthouse by Emma Carroll
Rose Blanche by Christopher Gallaz and Roberto Innocenti
Anne Frank’s Diary by Anne Frank
Spring term 2
Letters from the Lighthouse by Emma Carroll
Rose Blanche by Christopher Gallaz and Roberto Innocenti
Anne Frank’s Diary by Anne Frank
Summer term 1
The Hobbit by J.R.R Tolkien
Spark Speeches
Shaking up Shakespeare: A range of Shakespeare plays
Summer term 2
The Hobbit by J.R.R Tolkien
Spark Speeches
Shaking up Shakespeare: A range of Shakespeare plays
Autumn term 1
Introduction to English
Real Readers: In the Sea there Are Crocodiles
Autumn term 2
Real Readers: In the Sea there Are Crocodiles
Spring term 1
Real Writers: Short story writing
Spring term 2
Real Writers: Short story writing
Summer term 1
Manifestos – Non Fiction Writing
Summer term 2
Shaking Up Shakespeare! A Midsummer Night’s Dream
Autumn term 1
Introduction to English
Real Readers – ‘PET’
Autumn term 2
Brit(ish) Poetry
Spring term 1
Real Playwrights: Pronoun
Spring term 2
Real Playwrights: Pronoun
Summer term 1
Dystopia – The Giver
Summer term 2
Dystopia – The Giver
Autumn term 1
Real Writers: Slam Poetry
Autumn term 2
Real Writers: Slam Poetry
Spring term 1
Coming of Age: House on Mango Street and Non-Fiction Opinion Writing
Spring term 2
Coming of Age: House on Mango Street and Non-Fiction Opinion Writing
Summer term 1
Shakespeare: The Gender Agenda
Summer term 2
Shakespeare: The Gender Agenda
Autumn term 1
A Christmas Carol
English Language Paper 2 Section B Writing – Writers’ Viewpoints and Perspectives
Autumn term 2
A Christmas Carol
Paper 2 Language – Section A Reading
Spring term 1
Power and Conflict Poetry
Introduction to English Language Paper 1 – Explorations in creative reading and writing
Spring term 2
Power and Conflict Poetry
Introduction to English Language Paper 1 – Explorations in creative reading and writing
Summer term 1
Macbeth
Summer term 2
Macbeth
Spoken Language Endorsement
Autumn term 1
Princess and The Hustler
Effective Descriptive and Narrative Writing
Autumn term 2
Princess and The Hustler
Effective Descriptive and Narrative Writing
Spring term 1
Unseen Poetry
Effective Non Fiction Style Writing
Spring term 2
Summer term 1
Summer term 2
Autumn term 1
“Comparative and contextual study: Dystopia
1984 by George Orwell”
“Comparative and contextual study: Dystopia
The Handmaid’s Tale by Margaret Atwood”
Autumn term 2
“Comparative and contextual study: Dystopia
1984 by George Orwell”
“Comparative and contextual study: Dystopia
The Handmaid’s Tale by Margaret Atwood”
Spring term 1
“Comparative and contextual study: Dystopia
1984 by George Orwell”
“Comparative and contextual study: Dystopia
The Handmaid’s Tale by Margaret Atwood”
Spring term 2
Summer term 1
Summer term 2
Autumn term 1
“Comparative and contextual study: Dystopia
1984 by George Orwell”
Close Read Coursework
“Comparative and contextual study: Dystopia
The Handmaid’s Tale by Margaret Atwood”
Autumn term 2
“Comparative and contextual study: Dystopia
1984 by George Orwell”
Close Read Coursework
“Comparative and contextual study: Dystopia
The Handmaid’s Tale by Margaret Atwood”
Spring term 1
“Comparative and contextual study: Dystopia
1984 by George Orwell”
Close Read Coursework
“Comparative and contextual study: Dystopia
The Handmaid’s Tale by Margaret Atwood”
Spring term 2
Summer term 1
Summer term 2
School 21,
Pitchford Street,
Stratford,
London,
E15 4RZ
Big Education Trust,
Sugar House Lane,
Stratford,
London,
E15 2QS