KS3 Curriculum overview: Subject English Year 7,8,9

Focus texts The twits Key objectives for x,y,z

All pupils at Woodfield start the day in small reading groups. Ruth Miskin and Active Learn reading programs are used to help pupils to improve their reading skills. During the English lessons pupils study different texts

Year 7 - x y z

Au

tum

n 1

Reading: Reading strategies and independent

reading. Writing: Spelling strategies. Punctuation.

Handwriting. Practical skills e.g. full name, days of the week etc. Adjectives, character descriptions using similes (personal image and personality), setting descriptions

Life skills

Understanding how different words can have the same meaning, understanding different emotions, understanding rules, saying what we like about our new friends, what makes a good listener/speaker?

Key vocabulary Character, body language, eye contact, tone, volume & speed Adjectives, emotions, description SMSC – Expression of feelings E-Safety – Knowing not to share your address with people you don’t know online.

Reading: Reading strategies and independent reading. Writing: Spelling strategies. Punctuation. Handwriting. Practical skills e.g. full name, days of the week etc. Adjectives, character descriptions, setting descriptions.

Life skills

Understanding how different words can have the same meaning, understanding different emotions, knowing about rules, saying what we like about our new friends, what makes a good listener/speaker?

Key vocabulary

Character sketch, plot, feelings, thoughts, actions, garage SMSC – Expression of feelings E-Safety – Knowing not to share your address with people you don’t know online.

Reading: Reading strategies and

independent reading. Writing: Spelling strategies. Ascending and

descending letters Punctuation. Handwriting. Practical skills e.g. full name, days of the week etc. Describing words, character descriptions, what can I see in the picture?

Active Learn/Ruth Miskin

Life skills

Understanding different emotions, knowing about rules, saying what we like about our new friends, Practising full sentences, what makes a good listener/speaker?

Key vocabulary

Friendship, worried, angry, happy, scared, excited SMSC – Expression of feelings E-Safety – Knowing not to share your address with people you don’t know online.

X

The Three Little Pigs, The Three Little Wolves, Eco Wolf or

Y The Three Little Pigs, The Three Little Wolves

Z The Three Little Pigs

Au

tum

n 2

Following instructions, imperative verbs, Verbally retelling a story with actions. Prediction within a text. Creating a story with alternative endings.

Life skills To promote confidence, self -esteem and social skills through discussion and promote working independently. What makes a good discussion?

Key Vocabulary Inference, prediction, instructions, imperative verbs.

Following instructions, bossy verbs (Imperative verbs) Verbally retelling a story with actions. Prediction within a text.

Life skills

Giving clear instructions. What makes a good discussion? Can you take turns?

Key Vocabulary Prediction, instructions, imperative verbs. Active Learn/Ruth Miskin

Following instructions, bossy verbs (Imperative verbs) Active Learn/Ruth Miskin To learn new sounds each day Retelling, Sequencing, Letter formation

Life skills

Giving clear instructions. What makes a good listener? Can you take turns in a game?

Key Vocabulary Guessing (Prediction), listening, taking turns.

Julia Donaldson Books, Quentin Blake Books or Secret Garden

X

Julia Donaldson Books, Quentin Blake Books or Secret Garden

Y

Julia Donaldson Books, Quentin Blake Books or Secret Garden

Z

Sp

rin

g 1

Differences between an author and illustrator, different genres of books, What are adjectives? What is a simile and metaphor? Describing characters? Creating film posters for books using character descriptions. Giving instructions, taking turns in playing games

Differences between an author and illustrator, different genres of books, What are adjectives? Describing characters? Creating film posters for books using character descriptions. Giving instructions, taking turns in playing games

What is an author? What is an illustrator? What different types of books do we know? How can we describe a character? Giving instructions, taking turns in playing games Active Learn/Ruth Miskin

Non-Fiction Books

Non-Fiction Books Non-Fiction Books

Sp

rin

g 2

What is fiction and non-fiction? What are the features of a non-fiction book? What makes a non-fiction book different to a story? Research and make our own non-fiction book. What is a debate? How to we show manners/turn taking/response/ respect while debating? How can I use evidence to explain my position? Non-fiction, research, features, Debate, manners, respect

What is fiction and non-fiction? What are the features of a non-fiction book? Research and make our own non-fiction book. What is a debate? How to we show manners/turn taking/response/ respect while debating Non-fiction, research, features, Debate, manners, respect

What is fiction and non-fiction? What are the features of a non-fiction book? Recall information about chosen subject. Find facts about chosen subject. How to we show manners/turn taking/response/ respect while in our friendship groups? Non-fiction, Debate, manners, respect Active Learn/Ruth Miskin

Finn MacCool

Willow Story Plate x

Finn MacCool Willow Story Plate

y

Cinderella, Snow White, Sleeping Beauty

z

Su

mm

er

1

Share traditional tales. Compare similarities and differences between tales we know. Identify main characters in a tale. Can we create our own traditional tale? Word association games. Calming strategies. How to make the right choice. Key vocabulary Tale, characters, cliff hanger, protagonist, adjectives, similes, metaphors

Share traditional tales. Compare similarities and differences between tales we know. Identify main characters in a tale. Can we create our own traditional tale? Word association games. Calming strategies. How to make the right choice. Key vocabulary Tale, characters, cliff hanger, adjectives, similes

Share traditional tales. Compare similarities and differences between tales we know. Identify main characters in a tale. Can we create our own traditional tale? Can I understand how characters may be feeling? And why they feel that way? Calming strategies. How do I make the right choice? Active Learn/Ruth Miskin Key vocabulary Characters, Adjective describing words

Diary of a Wimpy kid. Anne Frank’s Diary

Diary of a Wimpy kid

Diary of a Wimpy kid

Su

mm

er

2

What is a diary? What is the format of a diary entry? Why do we use a diary? Following instructions, giving instructions, inference skills, giving a presentation Key vocabulary Diary, entry, information, instructions E-Safety – Overseeing internet research and monitoring websites used. Pupils to know what to do if they come across and inappropriate site.

What is a diary? What is the format of a diary entry? Why do we use a diary? Following instructions, giving instructions, inference skills, giving a presentation Key vocabulary Diary, entry, information, instructions E-Safety – Overseeing internet research and monitoring websites used. Pupils to know what to do if they come across and inappropriate site.

Can we find the features of a diary? Following instructions, telling classmates what they have enjoyed about year 7. Active Learn/Ruth Miskin Key vocabulary Diary, entry, information, instructions E-Safety – Overseeing internet research and monitoring websites used. Pupils to know what to do if they come across and

inappropriate site.

KS3 Curriculum overview: Subject English / Year 8

Skellig X

Skellig y

Purple Muncher Z

Au

tum

n 1

Understanding themes, inference, and story planning and writing using a variety of non-chronological forms. To discuss relationships and feelings within a family. To be able to recognise and express feelings. Understand a variety of emotions that a character can be feeling and appropriate responses to these emotions To develop speaking and listening skills by exploring the main characters. Key vocabulary Analysis, draft, edit, dilemma, emotions Resilience Cliff hanger

Understanding of plot, story recounting and characterization. Understanding of how different friendships are formed. Understand a variety of emotions that a character can be feeling. Coping mechanisms in times of worry/sharing worries with friends. Knowing about hospitals and childhood illnesses. Key vocabulary Character sketch, plot, feelings, thoughts, actions, garage

To learn different sounds and apply them in writing Character sketches, recall and sequencing Understanding of how different friendships are formed. Communicating information to adults Likes and dislikes Active Learn/Ruth Miskin Key vocabulary friendship worried happy excited

Skellig

Skellig Adventure kids, Chase in New York

Au

tum

n 2

Opinion, analysis and review, developing research skills, effective note taking. Link to PSD & R.E. Describing key characters using adjectives Understanding motivations for a character’s actions To promote confidence, self -esteem and social skills through discussion and promote working independently Understand a variety of emotions that a character can be feeling and appropriate responses to these emotions Use of dictionary & Thesaurus Key Vocabulary Inference, prediction Chronology Events Identify Descriptive writing

Summary, instructions, prediction and alternative endings. Describing key characters using adjectives. To promote confidence, self -esteem and social skills through discussion and promote working Giving clear instructions Understand a variety of emotions that a character can be feeling. Understanding appropriate friendships Dealing with anxiety

Key Vocabulary

Prediction, instruction, imperative verbs

To learn new sounds each day, Retelling, sequencing, Letter formation Describing key characters using adjectives. Giving clear instructions and understand the importance of rules. Understanding different points of view. Understanding moral values. Active Learn/Ruth Miskin

Key Vocabulary

Prediction, instruction, imperative verbs

Historical novel: Oliver Twist -

Charles Dickens X

The Twisted Tunnels - Terry Deary

Y

Goldilocks And The Clever Plan

Z

Sp

rin

g 1

New vocabulary, historical language Discussion around poverty, hardship and inequalities for the poor in the Victorian era Recognising empathy and resilience of the characters. Understand how an individual’s emotions and condition can affect their motivations. Recognising and being able to express differences between rich and poor. Link to History, PSD and R.E.

Key vocabulary Poverty, Workhouse, Beadle, Orphan, Abandoned, Pick-Pocket Bullying, Compare, Contrast, Social Awareness

New vocabulary, historical language, discussion surrounding poverty, social deprivation, the impact of the industrial revolution (history link) How does this compare to life today? Recognising empathy and resilience of the characters. Recognising and being able to express differences between rich and poor. Link to History, PSD and R.E.

Key vocabulary

Poverty, Victorian, Sewers, Tosher, Scavenge

Active Learn/Ruth Miskin Phonics To learn Different sounds, how they combine to form words and how to apply them in writing Reading words, sentences Spelling cvc Cvvc Ccvc words

Oliver Twist The Great Kapok Tree - Lynne Cherry Goldilocks and the Clever Plan

Sp

rig

2

To know who Charles Dickens is and why he is important to Britain. To know key facts about Charles Dickens life. To find out my own information about Charles Dickens. Creatively writing an additional scene/ alternative ending that is suitable for the Oliver Twist story To name the titles of some of Charles Dickens books. To sequence key events in a story.

Creating an argument, persuasive writing, environmental issues (geography link) Creating an opinion on an environmental issue. Understanding of global warming and stewardship of the planet. Environment, rainforest, argument, persuasive vocabulary

Active Learn/Ruth Miskin Bug club Comprehension Spelling and grammar games

Prints from Active Learn Appropriate friendships To give and receive a compliment

Non-fiction texts about animals

x Non- fiction

texts about animals Y

Non-fiction texts about animals

z

Su

mm

er

1

Research, reading for information, create fact file. Poetry (haikus and kennings) Use of similes and metaphors to describe. Knowing how to care for animals and how to be safe around animals. Creatively producing a description of a fictional animal and its physical and behavioural features. Using adjectives, verbs and adverbs to describe animals. SMSC - Sharing experiences; caring for animals.

Research, reading for information, create fact file. Poetry (haikus and kennings) Use of similes and metaphors to describe. Knowing how to care for animals and how to be safe around animals Using adjectives, verbs and adverbs to describe animals SMSC - Sharing experiences; caring for animals.

To read and recall information about rabbits. Continue with sounds, reading, spelling and writing Knowing how to care for animals and how to be safe around animals Using adjectives to describe animals from pictures Active Learn/Ruth Miskin SMSC - Sharing experiences; caring for animals.

Su

mm

er

2

How can we tell if a text is fiction or non-fiction? What are the features of a non-fiction text? What is fact, what is opinion? Using a variety of sources to research topic of choice Note-taking Using headings and subheadings Creating a glossary Collecting descriptive words Creating shape poems, haikus and kennings E-Safety – Overseeing internet research and monitoring websites used. Pupils to know what to do if they come across and inappropriate site.

How can we tell if a text is fiction or non-fiction? What are the features of a non-fiction text? What is fact, what is opinion? Using the library to research topic of choice

E-Safety – Overseeing internet research and monitoring websites used. Pupils to know what to do if they come across and inappropriate site.

What is a poem? The difference between stories and poems Reading poems and why we like/don’t like them

Listening to poems Active Learn/Ruth Miskin

E-Safety – Overseeing internet research and monitoring websites used. Pupils to know what to do if they come across and inappropriate site.

KS3 Curriculum overview: Subject English /Year 9

War Horse x

War Horse Y

War Horse Z

Au

tum

n 1

Reading for understanding. Comprehension and inference. Writing in response to themes, characters. Improve fluency of reading and comprehension. Understand inference/characterisation Relationships Vocabulary related to WW1

Listen to extracts. Comprehension, recall of key points. Characterisation. Writing in response to text. Improve reading and understanding of themes. Comprehension. Discussion Relationships Vocabulary related to WW1

Knowledge of main characters. Recall some of the story. Key words. Descriptive writing about related themes. Handwriting and sounding out to decipher unfamiliar words. Respond to questions. Identify feelings. Relationships letter formation.Vocabulary related to WW1 Active Learn/Ruth Miskin

War Horse Functional skills

x

War Horse Functional skills

y

War Horse z

Au

tum

n 2

Functional skills E.L 1/2. Reading for understanding. Comprehension and inference. Writing in response to themes, characters. Letter writing, diary entry Reading, inference and deduction; selecting relevant information. Reading for enjoyment. War Horse vocab; cross-curricular with WWI History. Formal/informal modes of speech and writing.

SMCS: Showing respect for war heroes and their families

Functional skills E.L 1. Listen to extracts. Comprehension, recall of key points. Characterisation. Writing in response to text. Letter writing, diary entry. Reading for meaning; comprehension; selecting relevant information. War Horse vocab; cross-curricular with WWI History. Formal/informal modes of speech and writing. SMCS: Showing respect for war heroes and their families

Working towards FS E.L 1 Knowledge of main characters. Recall some of the story. Key words. Descriptive writing about related themes. Handwriting and letter formation. Reading for meaning; basic comprehension; extending vocabulary. Handwriting and letter formation. War vocabulary Active Learn/Ruth Miskin

SMCS: Showing respect for war heroes and their families

Buddy or x

Buddy y

Buddy z

Sp

rin

g 1

Reading: Reading for pleasure. Summary, prediction, opinion, analysis and review. Writing: Book reviews. Story structures. Notes, charts and diagrams. Argument/debate. Character description. Structure/paragraphing. Compare/contrast viewpoints. Discuss themes: racism, bullying, divorce, single parent family. Appropriate/ inappropriate language/actions. ICT skills.

Reading: Reading for pleasure. Summary, prediction, opinion, review. Writing: Book reviews. Story structures. Charts. Character description. Structure/paragraphing. Compare/contrast viewpoints.

Discuss themes: racism, bullying, divorce, single parent family. Appropriate/ inappropriate language/actions. ICT skills.

Reading: reading for meaning; simple prediction. Writing: character description; retelling and sequencing story. Handwriting and letter formation. Discuss right and wrong. Bullying and its effects. Appropriate behaviour at home/school/ public. Letter formation/ handwriting. ICT skills. Active Learn/Ruth Miskin

Functional skills x

Functional skills Y

Functional skills Z

Sp

rin

g 2

To write a formal letter to an employer To write and respond to emails To write a letter of complaint To write a restaurant review To use a dictionary independentlyto find the definition of words that they come across in different texts

To write a formal letter to an employer To write and respond to emails To write a letter of complaint To write a restaurant review To use dictionary to find the definition of a word

To write a formal letter to an employer To write and respond to emails with support To write a letter of complaint To write simple sentences to express how they feel after visiting a restaurant Active Learn/Ruth Miskin

Journey to Jo’burg x

Journey to Jo’burg y

Journey to Jo’burg z

Su

mm

er

1

To enjoy and engage with written material (reading for pleasure) To be able to summarise, predict, form opinions, analyse and review (understanding, comprehension and response to written text) To use inference and deduction to improve understanding of plots To be able to write about characters and story lines using a level of detail independently To formulate an opinion and communicate this effectively . To use interesting and imaginative vocabulary to describe settings SMSC – Novel themes include: Racism, discrimination, inequality, class, family relationships, bullying (links with FBV)

To enjoy and engage with written material (reading for pleasure) To be able retell the story To use inference and deduction to improve understanding of plots To be able to write about characters and story lines using a level of detail with support To formulate an opinion and communicate this effectively .

To use interesting and imaginative vocabulary to describe settings (SMSC – Novel themes include: Racism, discrimination, inequality, class, family relationships, bullying (links with FBV)

To enjoy and engage with written material (reading for pleasure) To describe the characters To use interesting and imaginative vocabulary to describe settings To understand what racism is To use a dictionary to find the meaning of the words that pupils don’t understand Active Learn/Ruth Miskin (SMSC – Novel themes include: Racism, discrimination, inequality, class, family relationships, bullying (links with FBV)

Functional skills El 2and 3 Functional skills El 1and 2 Functional skills El 1

Su

mm

er

2

Reading a text and answering questions Writing letters and emails Spelling and punctuating sentences Punctuate simple sentences with a capital letter and a full stop Use a capital letter for the personal pronoun ‘I’ and the first letter of proper nouns

E-Safety – Overseeing internet research and monitoring websites used. Pupils to know what to do if they come across and inappropriate site.

Reading a text and answering questions Writing letters and emails Spelling and punctuating sentences Punctuate simple sentences with a capital letter and a full stop Use a capital letter for the personal pronoun ‘I’ and the first letter of proper nouns

E-Safety – Overseeing internet research and monitoring websites used. Pupils to know what to do if they come across and inappropriate site.

Reading a text and answering questions Writing letters Spelling 100 high frequency words Active Learn/Ruth Miskin

E-Safety – Overseeing internet research and monitoring websites used. Pupils to know what to do if they come across and inappropriate site.

KS4 Curriculum overview: Subject English Year 10

Of Mice and Men X

Of Mice and Men Y

Of Mice and Men Z

Au

tum

n 1

To read with fluency, intonation & understanding. To encourage reading for pleasure. (Comprehension): To understand the main events in texts. To be able to make predictions about events in texts. To understand how to explore ideas and meanings. To write using punctuation correctly. Work on spelling, punctuation, and grammar. Informal & formal letter writing. (Descriptive writing, adventurous vocabulary) Extend sentences to become more interesting to read using thesaurus Poetry. Read and write poetry reflecting different styles of writing. SMSC – Listening to and respecting others (links with FBV). Expression of feelings. SMSC What is friendship? What qualities make for a good friend What is loyalty? How is loyalty shown by others? FBV How do we manage people who steal? Why is it not acceptable?

To read with fluency, intonation & understanding. To encourage reading for pleasure. (Comprehension): To understand the main events in texts. To be able to make predictions about events in texts. To understand how to explore ideas and meanings. To write using basic punctuation correctly. To learn spelling (high frequency, sound patterns) and grammar rules. Informal letter writing. Extend sentences to become more interesting to read. Poetry. Read and write poetry reflecting different styles of writing. SMSC – Listening to and respecting others (links with FBV). Expression of feelings. SMSC What is friendship? What qualities make for a good friend What is loyalty? How is loyalty shown by others? FBV How do we manage people who steal? Why is it not acceptable?

To read simple texts using decoding strategies learnt To encourage reading for pleasure. (Comprehension): To remember some events in texts. To be able to make predictions about events in texts with adult support To write using capital letters and full stops To learn spelling (high frequency, sound patterns) and grammar rules. Work on spelling CVC words To attempt to write sentences with support (Descriptive writing) Poetry. Read poetry

Active Learn/Ruth Miskin SMSC – Listening to and respecting others (links with FBV). Expression of feelings. SMSC What is friendship? What qualities make for a good friend What is loyalty? How is loyalty shown by others? FBV How do we manage people who steal? Why is it not acceptable

Frankenstein Frankenstein Frankenstein S

pri

ng

READING: To enjoy and engage with written material including a Victorian novel (reading for pleasure) To understand and follow plots (with support). WRITING: To communicate in the written form with improved accuracy, concentrating on complex sentences using more than one conjunction. To apply basic literacy rules to own written work. To use a variety of punctuation Understanding homophones and using them in sentence To improve their own work by checking for spelling and punctuation To use metaphors and similes To useUsing dictionaries SMSC – Topics/themes may include: love and hate, family, control, friendship, loyalty, loneliness, human versa monster, right and wrong. Respect and tolerance for all regardless of gender, race, background, circumstances, belief FBV

Tolerance: no one should be treated differently on the basis of belonging to a particular group. By the same token, all parties, sects, faiths and ideologies must tolerate the existence of their rivals. On the other hand, there should be no toleration at all of unequal treatment of men and women.

READING:

To enjoy and engage with written material including a Victorian novel (reading for pleasure) To understand and follow plots (with support). WRITING:

To communicate in the written form with improved accuracy, concentrating on sentences with conjunctions. To apply basic literacy rules to own written work. To use To use metaphors and similes To use dictionaries SMSC – Topics/themes may include: love and hate, family, control, friendship, loyalty, loneliness, human versa monster, right and wrong. Respect and tolerance for all regardless of gender, race, background, circumstances, belief FBV

Tolerance: no one should be treated differently on the basis of belonging to a particular group. By the same token, all parties, sects, faiths and ideologies must tolerate the existence of their rivals. On the other hand, there should be no toleration at all of unequal treatment of men and women.

READING:

To enjoy and engage with written material including a Victorian novel (reading for pleasure) To understand and follow plots (with support). WRITING:

To communicate in the written form with improved accuracy, concentrating on short sentences. To apply basic literacy rules to own written work. especially capital letters & full Stops. To use similes To use dictionaries

Active Learn/Ruth Miskin SMSC – Topics/themes may include: love and hate, family, control, friendship, loyalty, loneliness, human versa monster, right and wrong. Respect and tolerance for all regardless of gender, race, background, circumstances, belief FBV

Tolerance: no one should be treated differently on the basis of belonging to a particular group. By the same token, all parties, sects, faiths and ideologies must tolerate the existence of their rivals. On the other hand, there should be no toleration at all of unequal treatment of men and women.

Short stories WT Functional

Skills EL3 x

Short stories, WT Functional Skills EL 2

Y

Short stories WT Functional Skills

EL 1 z

Su

mm

er

To read texts and answer questions using inference To write up to eight sentences using paragraphs. To spell double consonant words To sequence words in alphabetical order Use the first, second and third place letters to sequence words in alphabetical order To use plurals Make requests and ask concise questions using appropriate language in different contexts. Respond appropriately to questions on a range of straightforward topics

SMSC – Through a variety of books and news topics, spiritual, moral, social and cultural areas will be covered

Reading a text and answering questions Writing letters and emails Spelling and punctuating sentences Punctuate simple sentences with a capital letter and a full stop Use a capital letter for the personal pronoun ‘I’ and the first letter of proper nouns

SMSC – Through a variety of books and news topics, spiritual, moral, social and cultural areas will be covered

READING: To enjoy and engage with short stories or novels. To understand and follow plots & story-lines (with support) – making predictions. WRITING: To communicate in the written form with improved accuracy with sentences that make sense when read. To apply basic literacy rules to own written work – focusing on EL1 & 2 short sentences.

Use full stops and capital letters appropriately.

To write two short phrases join by a conjunction (and, then, because).

+Using dictionaries/spell-check. Active Learn/Ruth Miskin SMSC – Through a variety of books and news topics, spiritual, moral, social and cultural areas will be covered

KS4 Curriculum overview: Subject English Year 11

The Tempest

or Macbeth FS L1 X

The Tempest or Macbeth FS EL3 Y

The Tempest Or Macbeth

Z

Au

tum

n

Reading for understanding (understanding Shakespeare). Improving independence. Reading for enjoyment. Reading comprehension. Proof reading Reading with fluency, expression/intonation Reading for a purpose (to perform poetry/Christmas play)

Identify and extract relevant information and detail in straightforward explanations Make requests and ask concise questions using appropriate language in different contexts

Reading for understanding (understanding Shakespeare). Improving independence. Reading for enjoyment. Reading comprehension. Proof reading Reading with improved fluency Reading for a purpose (to perform poetry/Christmas play) To read texts and answer questions using inference To write up to eight sentences using paragraphs. To spell double consonant words To sequence words in alphabetical order Use the first, second and third place letters to sequence words in alphabetical order To use plurals Make requests and ask concise questions using appropriate language in different contexts. Respond appropriately to questions on a range of straightforward topics

Communicate information and opinions clearly on a range of topics Read correctly words designated for Entry Level 3 Identify, understand and extract the main points and ideas in and from texts Identify different purposes of straightforward texts

Reading for understanding (understanding Shakespeare). Improving independence. Reading for enjoyment. Reading comprehension. Proof reading Sounding out to aid reading Reading for a purpose (to perform poetry/Christmas play) READING: To enjoy and engage with short stories or novels. To understand and follow plots & story-lines (with support) – making predictions. WRITING: To communicate in the written form with improved accuracy with sentences that make sense when read. To apply basic literacy rules to own written work – focusing on EL1 & 2 short sentences. Use full stops and capital letters appropriately. To write two short phrases join by a conjunction (and, then, because). Using dictionaries/spell-check. Active Learn/Ruth Miskin SMSC – Through a variety of books and news topics, spiritual, moral, social and cultural areas will be covered

Striker Boy X

Striker Boy Y

Striker Boy Z

Sp

rin

g

READING: To enjoy and engage with a range of text To understand the meaning of the things we read To have and share opinions about the things we read To differentiate between facts and opinions WRITING: To identify and respond to different writing styles and techniques To write in a range of styles and forms showing awareness and understanding of audience and conventions within the media To write sentences using conjunctions with increasing accuracy and independence SPEAKING & LISTENING: To further develop receptive and expressive language skills To communicate effectively in pairs and group situations To understand and use a wider range of vocabulary

SMSC – Stereotyping, how different groups are represented in the media. The impact of media and uses/concerns regarding media influence including social media. Celebrity culture and influence (links with FBV).

E-Safety – Policies will be followed when taking photographs for evidence of learning. Pupils will be supervised when using ICT. Pupils to learn about Fake News

Reading To enjoy and engage with a range of text To understand the meaning of the things we read To have and share opinions about the things we read

Respond appropriately to questions on a range of straightforward topics Follow and understand the main points of discussions Make relevant contributions to group discussions about straightforward topic Listen to and respond appropriately to other points of view, respecting conventions of turn-taking Use effective strategies to find the meaning of words (e.g. a dictionary, working out meaning from context; using knowledge of different word types) Understand organisational features and use them to locate relevant information (e.g. contents, index, menus, tabs and links) SMSC – to feel empathy, understand emotion To discuss ethical and moral issues, the law, communities, role models, cultural differences and equality E-Safety – Supervised use of ICT, Safeguarding and E-safety policies will be followed when photographing evidence of learning

READING: To enjoy and engage with a range of texts (reading for pleasure). To be able to apply a range of strategies to read accurately and with some fluency To show understanding of the things they read To encourage reading for pleasure and knowledge. To be critical and understanding of what they are reading (esp, text/messaging)

WRITING: To write accurate sentences using conjunctions. To describe using adjectives To work on spelling, punctuation and grammar. Active Learn/Ruth Miskin

SMSC – to feel empathy, understand emotion To discuss ethical and moral issues, the law, communities, role models, cultural differences and equality E-Safety – Supervised use of ICT, Safeguarding and E-safety policies will be followed when photographing evidence of learning.

x y z

Su

mm

er

To read for enjoyment To write a review for Woodfield School

To read for enjoyment To write a review for Woodfield School

To read for enjoyment To write a review for Woodfield School

Note: At Woodfield school we use Ruth Miskin and Active Learn phonics and reading and schemes.