English

At Argyle we consider the development of strong Literacy skills as a core priority which must be embedded across all aspects of our work. This teaching of literacy includes the development of good Speaking and Listening skills (oracy), the teaching of Reading and the teaching of Writing.

As a school with high proportions of pupils who are learning English as an Additional Language (EAL) we understand that as well as teaching pupils to be literate, we are teaching them to use the language of English with confidence and accuracy.

By supporting children to develop strong English language and literacy skills, we enable them to access the whole curriculum, communicate effectively and to take their place in society. We believe that a very strong emphasis on the correct use of English and a high proportion of time spent developing speaking and listening, reading and writing skills helps all children (including those for whom English is their first or only language) to achieve their potential and to excel across the curriculum.

Our Aims:

1.To enable all children to make rapid progress in their understanding and use of the English language so that they are able to access learning at a level appropriate to their age and ability  and participate  fully in all aspects of school life.

2. To promote an awareness of and interest in language, a love of words and an understanding of  their power.          

3. To teach all children the skills that will enable them to read at least, at the level expected for their age.          

4. To teach children to love reading and to introduce them to a broad variety of reading materials.         

5.  To teach children writing skills that enable them to communicate their ideas with confidence and efficiency.

6. To inspire children to write for a wide variety of purposes and audiences.

In working towards the above we will assume that all children can make good progress and that the vast majority of children can meet or exceed national expectations. Where children experience difficulty, we will support them fully.

Our English Policy can be read here: English Policy

Curriculum 2020 - 21

21

Our curriculum is built upon a range of high quality texts that promote an enjoyment of reading and writing including fiction, non-fiction and poetry ensuring a range of text types across the academic year.

  Autumn  Spring  Summer 
Year 1          
  • Non-Fiction: Labels and Captions 
  • Narrative: Who's My Teacher? 
  • Non-Fiction: Non -chronological reports about U.K. and different countries
  • Non-Fiction: Postcards from different countries
  • Narrative: T4W Pippity Skycap Outcome: Journey stories
  • Acrostic poems and calligrams linked to different countries
  • Instructions: Road Safety
  • Narrative: Stories from Different Cultures 'The Papaya who Spoke' and 'The colour of Home'  Outcome: journey stories
  • Narrative:Syeda the Pirate Princess Outcome: adventure story
  • Non-Fiction:  Information Texts on different countries
  • Recount: Visit to Tower of London
  • Non-Fiction: Superhero fact files
  • Narrative: Traction Man  Outcome:  adventure story sequel and comic strip
  • Character descriptions of Traction Man
  • Non-Fiction: Explanation Texts -Life Cycles
  • Narrative: Lighthouse Keepers Lunch - Monster story
  • Non-Fiction: Recount Seaside trip
  • Non-Fiction: Beach Safety Leaflet
Year 2
  • Narrative: The Three Little Pigs Outcome: own version conquering the monster tale
  • Non- Fiction: Non-chronological reports on countries and continents
  • Calligrams and acrostic poems linked to countries and continents
  • Narrative: Who's Afraid of the Big Bad Wolf and The Jolly Postman Outcome: short burst writing i.e. Invitation to the Nativity
  • Instructions: How to Catch a Porridge Thief
  • Narrative: Author Study: Timothy Knapman- Mungo and the Pirates and Mungo and the Spiders from Space  Outcome: journey story
  • Non-Fiction: Instructions -How to keep the body healthy
  • Narrative: Bog BabyOutcome: finding tale
  • Non-chronological reports - Habitats
  • Recount: Visit to the Tower of London
  • Narrative: Fantastic Mr Fox or The Owl Who was Afraid of the Dark Outcome: own innovated story based on text
  • Character descriptions of animals
  • Non-Fiction: Persuasive Writing- letters on environmental issues
  • Poetry: Riddles Who Am I?
  • Non-Fiction: Explanations on life cycles or how plants grow
  • Non-Fiction: Non-chronological reports about changes in transport
Year 3
  • Narrative: T4W Stone Trolls
  • Outcome: warning tale
  • Non-chronological reports comparing Stone Age to Iron Age
  • Non-Fiction: Text- Stone Girl, Bone Girl - Biography of Mary Anning
  • Narrative: The Reluctant Dragon and Dragon Slayer Outcome: overcoming the monster/journey legend
  • Non-Fiction:Non-chronological report on earthquakes
  • Instructions: 'How to Catch a Dragon'
  • Narrative: Ottoline and the Yellow Cat T4W Outcome: Mystery Story
  • Non-Fiction: Journalistic Writing - Ottoline news article
  • Narrative: Egyptian Myths or Mary and the Riddle of the Sphinx
  • Non-Fiction: Journalistic writing - Howard Carter
  • Non-Fiction: Explanation -how to mummify a body
  • Non Fiction linked to Science
  • Narrative: Charlotte's Web Outcome: rescue story
Year 4
  • Narrative: Krindlekrax T4W Outcome: Quest or Journey Story
  • Non-Fiction: Explanation text - the water cycle
  • Non-Fiction: Water cycle explanation
  • Narrative: The Spiderwick Chronicles Outcome: sequel
  • Narrative: Myths and Legends - Beowulf -  Myth about own Norse monster
  • Non-Fiction: Invasion article e.g. Roman Invasion
  • Narrative: Asha and the Spirit Bird Outcome: Journey Story
  • Information book about Invaders and Settlers
  • Narrative: Varjak Paw Outcome: Mini Suspense Story
  • Non-Fiction: Biography of S.F.Said
  • Non- fiction: Explanation text - Habitats
  • Non-Fiction: Balanced Argument - Bonsall v London
  • Narrative: Michael Morpurgo Dancing Bear and Silver Swan Outcome: descriptive paragraphs linked to Silver Swan
  • Persuasive letter about forced use of animals to perform
Year 5
  •  Narrative: Greek Myths Outcome: conquering monster tale (myth)
  • Non-Fiction: Explanation text on Democracy or a comparison of Ancient and Modern Democracy
  • Narrative: The Lion, the Witch and the Wardrobe Outcome: meeting tale or drama performance linked to Camden Schools Drama Festival
  • Non- Fiction: Newspaper report linked to Narnia
  • Non - Fiction: Explanation text: lifecycles
  • Classic Poetry: The Highwayman Outcome: short burst character  writing
  • Non-Fiction: Non-chronological report on Tudors and Growth of London
  • Playscripts: Shakespeare play Outcome: performance
  • Non- Fiction: Newspaper report linked to Shakespeare
  • Non-Fiction: Instructions - Science link
  • Narrative: Phoenix  Outcome: quest story
  • Non-Fiction: Balanced Argument: Fair Trade or Farming
  • Narrative: Eye of the Wolf
Year 6
  •  Narrative: Arab Storyteller, 1001 Nights, Sherezade Outcome: frame story and /or portal story
  • Non - Fiction: Explanation text re: Big Questions
  • Narrative: Friend or Foe Outcome: losing story
  • Diary entry
  • Non - Fiction: Balanced Argument: Evacuation
  • Formal Letter 
  • Narrative: How I became a Spy Outcome: quest story/spy story
  • Non- Fiction: Non - chronological report: Spies/Bletchley Park
  • Non-Fiction: Biography- Noor Inayat Khan
  • Narrative: Ice Trap Shackleton's Journey Outcome: journalistic writing- newspaper report re: Shackleton's journey
  • Diary entries of Shackleton
  • Narrative: Just So stories Outcome: Frame story
  • Non - Fiction: Information texts - Animal studies and Biomes
  • Poetry about London and Immigration
  • Non-Fiction:Balanced argument (speech writing)
  • Drama production