CURRICULUM – ENGLISH
At Camp School we believe that through quality English teaching we can foster a love of reading and writing with our pupils.
Through a text-based English curriculum, we engage our classes in reading a wide range of quality texts from different authors as well as learning the necessary grammar techniques embedded within their writing. We believe children should be taught the skills and techniques from their grammar learning and be able to adapt these within a variety of written styles. Through an engaging curriculum, support and encouragement, we believe our pupils are confident and able writers by the time they leave in Year 6.
Children are taught and motivated to write through early mark making in the Early Years. We recognise the importance of clear, legible handwriting and follow a consistent approach to teaching cursive writing from Year 2. Each class has regular taught handwriting sessions as well as opportunities to apply this in other areas.
Phonics is taught in the Early Years and Key Stage 1 using the Letters and Sounds curriculum. We follow the teaching sequence but include engaging and practical activities to secure children’s understanding. Through small group and individual intervention, phonics teaching may continue in Key Stage 2 classes for those children that may need further support.
Every child has an opportunity to weekly visits to our recently renovated library, where we continually monitor and add to the range of texts available. Children are able to borrow both a fiction and non-fiction book of their choice.
We ensure all children have a reading book to take home. This may be a book of free choice for those that are confident to do so and for children in Reception and Key Stage 1, following a systematic phonics programme, we ensure reading books are sent home according to each child’s phonetic understanding.
To further encourage a love of reading, we have regular book fairs for families to purchase new books as well as author visits promoting new texts to the children. Staff share their love of books and reading through a daily whole class reading session.
In Reception and Key stage 1, pupils are taught the skills of reading through a carousel guided reading approach where teachers ensure sessions are pitched correctly for the groups of children, allowing for decoding and comprehension to be taught at a correct level. Children also participate in shared reading and “book talk” within their English learning.
In Key Stage 2, reading is taught through a “Whole class Reading” approach. This allows all children to access and engage in exciting and quality texts in a range of genres and topics. Children who may require further practice in their decoding and comprehension skills are taught through small group and 1:1 interventions.
In delivering our English lessons, we use Herts for Learning English planning as a basis for planning and delivering our sessions. Often, we adapt these to match texts to our topic themes for each term. Recently, we have been following the Herts for Learning “Back on Track” scheme of work to focus our English teaching on the essential skills needed for each year group.
We recognise the importance of children writing for a purpose and fully engaging in the writing process when it has true meaning to them. In the past this has included a mystery egg on the school roof, letters to authors and, most recently, writing letters to (and receiving a reply from) Her Majesty, The Queen!
Through regular staff meetings, we allow for professional development and training to ensure our knowledge and skills are up to date with key strategies for delivering English teaching.
Our staff team are passionate about reading and writing and delivering lessons to engage and motivate our pupils and believe. We enable confident, create and enthusiastic writers in our classes and make it a mission to find that one book that captures a love of reading for all of our pupils.
|Year 1||Writing a story||Writing Instructions||Story, first person narrative||Writing a postcard||Recount||Writing a letter|
|Stanley's Stick, John Hegley and Neil Layton||Gruffalo Crumble and Other Recipes, Julia Donaldson and axel Scheffler||Mr Big, Ed Vere||Farmer Duck, Martin Waddell||Voices in the Park, Anthony Browne||Here Comes Mr Postmouse, Marianne Dubuc|
|Year 2||Writing a story||Writing Instructions||Writing a story||Writing a recount: diary entry||Non chronological Report||Writing a recount: First person diary entry|
|Frog and the Stranger, Max Velthuijs||Scaredy Squirrel Makes a Friend, Mekanie Watt||Augustus and his Smile, Catherine Rayner||Rapunzel, Bethan Woolvin||Find out! Shark, Sarah Fowler||Last Stop on Market Street, Matt de la Pena|
|Year 3||Writing a story||Non chronological Report||Writing a Story||Newspaper Reports||Narrative: alternative Chapter||Information Leaflet|
|The Paper Bag Princess, Robert N Munsch||Dr Xargles Book of Earth Hounds, Jeanne Willis and Tony Ross||Mini Rabbit Not Lost, John bond||The True Story of the Three Little Pigs, Jon Scieszka||The Finger Eater, Dick King Smith||Atlas of Adventures, Lucy Letherland|
|Year 4||Writing a story||Persuasive Speech||Writing stories for a younger audience||Writing a myth||Persuasive leaflet||Describing a setting|
|Arthur and the Golden Rope, Joe Todd-Stanton||The King who Banned the Dark, Emily Haworth-Booth||Biscuit Bear, Mini Grey||Ancient Myths Collection, Geraldine McCaughrean||The Day I Swapped my Dad for Two Goldfish, Neil Gaimen||Leon and the Place Between, Angela McAllister and Grahame Baker-Smith|
|Year 5||Writing a story||Non chronological report||Descriptive writing: setting and atmosphere||Biography||Writing a story: dialogue focus||Circular Story / Fable|
|Wolves in the Walls, Neil Gaiman||The Monsterology Handbook, Ernest Drake||Cloud Tea Monkeys, Mal Peet and Elspeth Graham||Stone Girl, Bone Girl, Laurence Anholt||The Lion Hunt, Peter Paul Rubens||The Promise, Nicola Davies and Laura Carlin|
|Year 6||Writing a story||Non Chronological Report||Narrative: Description and atmosphere||Narrative: Story and Flashbacks||Discussion: Persuasive Speech and balanced argument||Recount: Extended Diary Entries|
|Wisp, Zana Fraillon and Grahame Baker-Smith||Planetarium, Chris Wormell and Raman Prinja||Night of the Gargoyles, Eve Bunting||Uncle Montagues Tales of Terror, Chris Priestley||Children of the King, Sonya Hartnett||Hermelin, Mini Grey|
|Video: Pandora||Video: The Ridge||Macbeth||Poetry and Figurative Language|
|Video: The Dreadful Menace|
|Text recommendations are suggested only and class teachers may change to different quality texts linked to topic and themes being taught in each term.|