English
Early Years Foundation Stage – Communication and Language
The educational programme for communication and language, set out in the EYFS Framework, is delivered in our reception classes in line with the Extend Reception curriculum.
Early Years Foundation Stage – Literacy
The educational programme for literacy, set out in the EYFS Framework, is delivered in our reception classes using Extend Letters and Sounds – a complete curriculum for phonics, early reading and writing. Extend Letters and Sounds is a DfE validated systematic, synthetic phonics programme.
Key Stage 1 and 2 – English
We follow the national curriculum.
In Year 1, we continue to use Extend Letters and Sounds – a complete curriculum for phonics, early reading and writing to deliver our English curriculum focusing on securing strong foundations in literacy.
In Year 2-6, we use Extend English in Year 2-6 which addresses reading, writing and spoken language alongside Extend Spelling and Extend Handwriting.
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Term 1 |
Term 2 |
Term 3 |
Term 4 |
Term 5 |
Term 6 |
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Sunflowers (Rec/Y1) |
Please see Early Years and Foundation Stage curriculum with particular reference to Communication and Language and; Literacy areas of learning and development here |
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Y1 |
Phonics See Extend Letters and Sounds Programme Progression Reading Stories, non-fiction, rhymes and poems are selected for reading to pupils which broaden and deepen their vocabulary and which have sufficient aesthetic form to encourage broader and deeper interpretations that demand greater imaginative effort. The aim is that all pupils listen to and have opportunity to talk about five stories, non-fiction, rhymes or poems daily in small groups or as a whole class Adults model reading focusing on:
Pupils are taught the skills and attributes required to be an independent reader resulting in all pupils sustaining 20 minutes of focused interaction with a book on a daily basis. These interactions may include:
In small group sessions, pupils are taught to independently decode reading scheme books closely matched to their phonic attainment (instructional level). Children are encouraged to reread these books to parents and as a teacher directed task. Pupils read simple captions and sentences that are closely matched to their phonics attainment to support their learning and play. Writing Teacher models writing for real purposes and writing sentences that are carefully matched to pupils’ phonics attainment Pupils take part in communal oral re-tellings of traditional tales. These communal re-tellings are supported with story-maps which are increasingly co-created with the children. Pupils tell their own stories which are scribed by an adult and they act them out. Increasingly, they are encouraged to write the stories they tell for themselves. In small group sessions, children are taught to independently encode sentences that are closely matched to their phonics attainment. In addition, children are encouraged to encode such sentences as part of their play and, increasingly, as a teacher directed task . |
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Y2 |
Text: Goldilocks and the Three Bears by Lauren Child Writing Outcome: a narrative, focusing on description Additional writing opportunities: letter, diary |
Text: ‘The Paper Bag’ Zaro Weil Genre: poetry Written Outcome: poetry (written and performance)
Text: ‘Iggy Peck Architect’ Andrea Beatty, illustrated by David Roberts Genre: narrative picture book Written Outcome: Instructional writing and diary |
Text: “I don’t like snakes” Nicola Davies Genre: narrative non-fiction Written Outcome: non-chronological report Additional Writing Opportunities: diary, letter, collaborative non-chronological report on Snakes |
Text: Dear Greenpeace Genre: picture books (environmental theme/ quest) Written Outcome: narrative Additional Writing Opportunities: letter writing poetry diary entry
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Text: ‘The Magic Paintbrush’ Genre: traditional story Written Outcome: narrative Additional Writing Opportunities: recount |
Text: ‘Big Book of Boats’ by Luogo Commune Genre: non-fiction Written Outcome: non-fiction Additional Writing Opportunities: glossary and labelling |
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Bluebells (Y3/Y4) |
Text: ‘Marcy and the Riddle of the Sphinx’ Joe Todd Stanton The Histronauts: An Egyptian Adventure – Frances Durkin, illustrated by Grace Cooke. Genre: graphic novel (voyage and return) Written Outcome: narrative (voyage and return) Additional Writing Opportunities: biography (recount); diary (recount); conversation |
Text: ‘Brother Eagle, Sister Sky: A Message from Chief Seattle’ Susan Jeffers ‘Saving Species’ Jess French, illustrated by James Gilleard Genre: poetry (speech) Written Outcome: persuasion; performance poetry Additional Writing Opportunities: research
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Text: ‘The Mousehole Cat’ Antonia Barber, illustrated by Nicola Bailey ‘The Merrymaid of Zennor’ Charles Causley, illustrated by Michael Foreman Genre: traditional Cornish legends Written Outcome: narrative (overcoming the monster) Additional Writing Opportunities: description |
Text: ‘Ancient Egypt: Tales of Gods and Pharaohs’ Marcia Williams ‘Egyptian Gods and Pharaohs’ Robert Swindells Genre: myths Written Outcome: non-chronological report |
Text: ‘Song of the Dolphin Boy’ Elizabeth Laird Legends about selkies Genre: novel (rags to riches) Written Outcome: narrative (overcoming the monster) Additional Writing Opportunities: diary, non-chronological report, additional scene |
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Poetry Plus: ‘Let No One Steal Your Dreams’ Paul Cookson ‘Waterfall’ Cynthia Rider
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Poetry Plus: ‘Puzzle’ Matt Goodfellow ‘The Poet Tree’ Shel Silverstein ‘Jabberwocky’ Lewis Carroll
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Poetry Plus: ‘I am a Writer’ Joseph Coelho ‘What am I Like?’ Joshua Seigal ‘I am a Jigsaw’ Jill Townsend ‘Rebus Poem’ Jane Clarke ‘Can You Name the Flowers?’ J H Rice |
Poetry Plus: ‘I Wandered Lonely as a Cloud’ William Wordsworth ‘‘The Surprising Number 37’ Anon ‘The Boneyard Rap’ Wes Magee
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Poetry Plus: ‘The Selkie Child’ Sue Hardy-Dawson ‘A Sloth’s Dairy’ Coral Rumble ‘Thank You (It’s just what I always wanted)’ Andrew Fusek Peters
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Poetry Plus: ‘A Poem to be Spoken Silently’ Pie Corbett ‘Brother Eagle, Sister Sky’ Round up of the year’s poems
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Tulips (Y4/Y5) |
Text: ‘Marcy and the Riddle of the Sphinx’ Joe Todd Stanton The Histronauts: An Egyptian Adventure – Frances Durkin, illustrated by Grace Cooke. Genre: graphic novel (voyage and return) Written Outcome: narrative (voyage and return) Additional Writing Opportunities: biography (recount); diary (recount); conversation
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Text: ‘Brother Eagle, Sister Sky: A Message from Chief Seattle’ Susan Jeffers ‘Saving Species’ Jess French, illustrated by James Gilleard Genre: poetry (speech) Written Outcome: persuasion; performance poetry Additional Writing Opportunities: research
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Text: ‘Mark of the Cyclops’ Saviour Pirotta, illustrated by Freya Hartas ‘The Odyssey’ David Walser, illustrated by Jan Pienkowski (includes the story of the Cyclops) Genre: historical mystery novel (quest) Written Outcome: narrative (quest) Additional Writing Opportunities: letter writing (recount), diary entry (recount), persuasion, play script scene |
Text: ‘Ancient Egypt: Tales of Gods and Pharaohs’ Marcia Williams ‘Egyptian Gods and Pharaohs’ Robert Swindells Genre: myths Written Outcome: non-chronological report
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Text: ‘Song of the Dolphin Boy’ Elizabeth Laird Legends about selkies Genre: novel (rags to riches) Written Outcome: narrative (overcoming the monster) Additional Writing Opportunities: diary, non-chronological report, additional scene
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Poetry Plus: ‘Let No One Steal Your Dreams’ Paul Cookson ‘Waterfall’ Cynthia Rider
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Poetry Plus: ‘Puzzle’ Matt Goodfellow ‘The Poet Tree’ Shel Silverstein ‘Jabberwocky’ Lewis Carroll
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Poetry Plus: ‘I am a Writer’ Joseph Coelho ‘What am I Like?’ Joshua Seigal ‘I am a Jigsaw’ Jill Townsend ‘Rebus Poem’ Jane Clarke ‘Can You Name the Flowers?’ J H Rice |
Poetry Plus: ‘I Wandered Lonely as a Cloud’ William Wordsworth ‘‘The Surprising Number 37’ Anon ‘The Boneyard Rap’ Wes Magee
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Poetry Plus: ‘The Selkie Child’ Sue Hardy-Dawson ‘A Sloth’s Dairy’ Coral Rumble ‘Thank You (It’s just what I always wanted)’ Andrew Fusek Peters
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Poetry Plus: ‘A Poem to be Spoken Silently’ Pie Corbett ‘Brother Eagle, Sister Sky’ Round up of the year’s poems
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Foxgloves (Y6) |
Text: ‘Shackleton’s Journey’ William Grill ‘Ice Trap!’ Meredith Hooper, illustrated by M.P. Robertson Genre: non-fiction picture book (recount) Written Outcome: Narrative Additional Writing Opportunities: biography (recount), formal letter writing. Informal letter writing, dialogue, precis, haiku, diary (recount), letter
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Text: ‘Wolf Brother’ Michelle Paver Genre: historical novel (quest) Written Outcome: narrative (quest) Additional Writing Opportunities: description; non-chronological report; diary (recount); writing in role; writing in role; precis; poetry (free verse); oral debate
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Text: ‘The Highwayman’ Alfred Noyes and Charles Keeping Genre: narrative poetry (tragedy) Written Outcome: narrative (tragedy)/ performance poetry Additional Writing Opportunities: description, character profile Short writes linked to various picture books selected from: ‘The Last Wolf’ Mini Grey (persuasion) ‘The New Neighbours’ Sarah McIntyre (narrative) ‘Goat’s Coat’ Tom Percival, illustrated by Christine Pym (letter writing) ‘Tell Me a Dragon’ Jackie Morris (instructions/ persuasion, discussion, letter writing, non-chronological report, explanation) ‘Mrs Noah’s Pockets’ Jackie Morris, illustrated by James Mayhew (discussion) ‘Izzy Gizmo’ by Pip Jones, illustrated by Sara Ogilvie (explanation) ‘The Whisper’ Pamela Zagarenski (narrative)
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Poetry Plus: ‘The Lady of Shalott’ (Y5) ‘The Same Inside’ Liz Brownlee ‘Travel by Book’ Laura Mucha
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Poetry Plus: Various haiku ‘Rainbow’ Moira Andrew ‘I hate poems’ Susan Hamlyn ‘Talking Turkeys’ Benjamin Zephaniah |
Poetry Plus: ‘Promise’ Jackie Kay ‘Wordspinning’ John Foster ‘Ozymandias’ Percy Bysshe Shelley
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Poetry Plus: ‘The Lady of Shalott’ (Y5) ‘The Same Inside’ Liz Brownlee ‘Travel by Book’ Laura Mucha
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Poetry Plus: Various haiku ‘Rainbow’ Moira Andrew ‘I hate poems’ Susan Hamlyn ‘Talking Turkeys’ Benjamin Zephaniah |
Poetry Plus: ‘Promise’ Jackie Kay ‘Wordspinning’ John Foster ‘Ozymandias’ Percy Bysshe Shelley
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For further information about phonics, visit Phonics and Reading Schemes
For further information about spelling and handwriting, contact office@banwell.extendlearning.org
