Why do we learn English?
At Ark Conway, we aim for all our pupils to leave us as fluent speakers, readers and writers, so that they have the literacy, speaking and listening skills needed to play an active role in society and be successful at secondary school and throughout their lives.
By the end of their time in Year 6, pupils leave us able to read at a level above that expected for their chronological age, as the focus on reading to access all the curriculum grows. We want our pupils to feel excited about the texts they read, and be able to talk passionately about the authors, characters and events they have come across. In addition to reading to access the curriculum, we understand that reading can enhance pupils’ emotional intelligence and develop their creativity.
We also want our pupils to leave as excellent writers, in terms of their accuracy and grammatical knowledge, but also in thinking about the purpose and audience of the pieces they write, making discerning choices about the techniques and language they use.
Our approach
Through a highly-structured, innovative writing curriculum, pupils learn to use their knowledge from across the curriculum to communicate their thoughts and ideas effectively.
Teachers explicitly teach new vocabulary that arises from the texts they read, both in English and from across the curriculum, and their experiences in the wider world. This will ensure pupils leave their primary schooling with a wide and varied vocabulary to draw upon throughout their secondary school careers and lives beyond.
Throughout the school, staff members celebrate reading and act as ‘role model readers’, instilling enthusiasm and excitement for the multitude of reading that takes place every day. Through shared reading time every day, pupils learn to enjoy a story together, whilst benefitting from hearing a model of excellence daily.
In Key-Stage 1, phonics and decoding is prioritised alongside building pupils’ language comprehension skills, so that pupils enter Year 3 able to read fluently and with expression. They learn texts by heart, so that they can gain an understanding of new vocabulary and language structures. Pupils write for a range of purposes, thinking carefully about the choices they make to suit their given audience
In Key-Stage 2, pupils build on their work in Key Stage 1 by learning and experimenting with vocabulary, building expression and prosody (fluency), building retrieval and inference skills and using evidence to support their thoughts about a text.
In writing at KS2, ‘target texts’ are used as models of excellence for the text type pupils are writing. These range form ‘real-life’ texts, such as newspaper articles and web articles, to texts written by teachers to excellent previous pupil work. Pupils use these to provide context to the learning of the key features of each text type and to learn how each is structured. Once they are fully comfortable with the text type and its features, pupils move on to learn how to plan their writing effectively, before taking part in self and peer publishing.
Reception
| Autumn 1 | Autumn 2 |
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Reading & Phonics This term, we will be reading a broad selection of books and learning some of these by heart to widen our vocabulary and awareness of sentence structures and rhythm. This term will be learning ‘Enormous Turnip’ by Irene Yates and ‘The Family Book’ by Todd Parr We will be doing daily Phonics lessons, learning Set 1 sounds and how to blend these to read short words. Communication & Language Through free flow, circle times, small group work and everyday conversation we will be learning to: Talk about our day at school Use full sentences when talking and sharing ideas Ask questions so that needs are met (e.g., for resources/to play/express opinion) Join in and anticipate key rhymes /repetition /events in stories |
Reading & Phonics We will continue to learn stories by heart, to widen our vocabulary and awareness of sentence structures and rhythm. This term will be learning ‘Owl Babies’ by Martin Waddell and ‘Five Minutes Peace’ by Jill Murphy. We are continuing our daily Phonics lessons Communication & Language Through free flow, circle times, small group work and everyday conversation we will be learning to: Listen and talk and ask questions (why, what, when, how?) in 1:1 or a small group adding to and maintaining dialogue Talk about understanding of experiences or events Ask questions so that needs are met (e.g. for resources/to play/express opinion) Join in and anticipate key rhymes /repetition /events in stories Tell own stories speaking clearly and generally grammatically accurately |
| Spring 1 | Spring 2 |
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Reading & Phonics We will continue to learn stories using story maps, to widen our vocabulary and awareness of sentence structures and rhythm. This term we will be learning a version of ‘Whatever Next’ by Jill Murphy and ‘The Leopard’s Drum’ by Jessica Souhami. We are continuing our daily Phonics lessons in levelled groupings. Communication & Language Through free flow, circle times, small group work and everyday conversation we will be learning to: Listen, talk, and ask questions in 1:1 or a small group, adding to and maintaining dialogue Use talk to keep play going and join in Ask questions so that needs are met (e.g., for resources/to play/express opinion) |
Reading & Phonics We will continue to learn stories using story maps, to widen our vocabulary and awareness of sentence structures and rhythm. This term will be learning a version of ‘’The Leopard’s Drum’ by Jessica Souhami and ‘Dear Zoo’ by Rod Campbell We are continuing our daily Phonics lessons in levelled groupings. Please keep checking the Phonics Seesaw page for the Phonics links which will be updated each week. Communication & Language
Through free flow, circle times, small group work and everyday conversation we will be learning to: Add connectives in our sentences to extend our ideas, including ’because’, ‘or’ and ‘and’. Use full sentences with the correct tenses. Expresses ourselves using extended language, drawing on new vocabulary |
| Summer 1 | Summer 2 |
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Reading & Phonics Last Stop on Market Street Superworm Kind The Ant and the Grasshopper Non-fiction books explaining people who help us (dentist, doctors, etc.) Communication & Language
Letters Story Sentences |
Reading & Phonics This half-term, we will be learning to: Read the first 100 high frequency words
Communication & Language |
Year 1
| Autumn 1 | Autumn 2 |
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Main Text: Three Little Pigs by Heather Amery Writing Text 1: 3-part narrative: traditional tale Writing Text 2: Recount based on a real-life experience |
Main Text: Traction Man by Mini Grey Writing Text 1: Character Description Writing Text 2: Non-Chronological report about toys |
| Spring 1 | Spring 2 |
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Main Text: Mr Gumpy’s Motorcar by John Burningham Writing Text 1: Speech in role as different characters Writing Text 2: 5 part-narrative- ‘Journey Tale’ |
Main Text: The Last Stop on Market Street by Matt De La Peña Writing Text 1: Persuasive poster Writing Text 2: Instructions |
| Summer 1 | Summer 2 |
|---|---|
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Main Text: The Queen’s Handbag by Steve Antony Writing Text 1: Diary Entry in role Writing Text 2: Letter to the Queen |
Main Text: Julian is a Mermaid by Jessica Love Writing Text 1: Setting Description Writing Text 2: Explanantion text . |
Year 2
| Autumn 1 | Autumn 2 |
|---|---|
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Main Text: The Illustrated Tales of King Arthur by Sarah Courtauld Writing Text 1: 5-part Narrative – ‘Conquering the Monster Tale’ Writing Text 2: Biographical report on a monarch |
Main Text: George’s Marvellous Medicine by Roald Dahl Writing Text 1: Character Description Writing Text 2: Instructions – How to make the perfect medicine |
| Spring 1 | Spring 2 |
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Main Text: Here We Are: Notes for Living on Planet Earth by Oliver Jeffers Writing Text 1: Persuasive Poem/Song Writing Text 2: Guide to living on Earth |
Main Text: The Iron Man by Ted Hughes Writing Text 1: Fictional Diary Writing Text 2: Non-chronological report on the continents |
| Summer 1 | Summer 2 |
|---|---|
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Main Text: Malala’s Magic Pencil by Malala Yousafai Writing Text 1: Letter to Malala Writing Text 2: Speech |
Main Text: The Akimbo Adventures by Alexander McCall Smith Writing Text 1: Retelling from a different perspective Writing Text 2: Persuasive writing – Visit Kenya |
Year 3
| Autumn 1 | Autumn 2 |
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Main Text: The BFG by Roald Dahl Writing Text 1: Character Description Writing Text 2: Persuasive leaflet ‘Visit the UK’ |
Main Text: Cloud Busting by Malorie Blackman Writing Text 1: Poetry Writing Text 2: Instructions |
| Spring 1 | Spring 2 |
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Main Text: The Queen’s Nose by Dick King-Smith Writing Text 1: Diary Entry Writing Text 2: Newspaper article |
Main Text: Brothers Grimm Fairy Tales Writing Text 1: Play script – fairy tale Writing Text 2: Non-chronological report about Italy |
| Summer 1 | Summer 2 |
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Main Text: The Wild Robot by Peter Brown Writing Text 1: 5-part Narrative- ‘Meeting Tale’ Writing Text 2: Discussion Text - Should humans adapt biomes for their own benefit? |
Main Text: Percy Jackson and the Lightning Thief by Rick Riordan Writing Text 1: 5-part Narrative- ‘Finding Tale’ Writing Text 2: Explanation Text – what was the difference between Athens and Sparta? |
Year 4
| Autumn 1 | Autumn 2 |
|---|---|
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Main Text: Charlotte’s Web by E.B.White Writing Text 1: 5-part Narrative – ‘Meeting Tale’ Writing Text 2: Recount – letter/diary based on Boudicca’s rebellion |
Main Text: Varjack Paw by S.F.Said Writing Text 1: Monologue Writing Text 2: Instructions |
| Spring 1 | Spring 2 |
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Main Text: The Explorer by Katherine Rundell Writing Text 1: Diary Entry Writing Text 2: Non-chronological report |
Main Text: The Last Wild by Piers Torday Writing Text 1: Story opening that build tension Writing Text 2: Formal persuasive letter |
| Summer 1 | Summer 2 |
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Main Text: The Boy at the Back of the Class by Onjali Raúf Writing Text 1: Discursive text (Balanced argument) Writing Text 2: Factual recount of refugee experience |
Main Text: The Miraculous Journey of Edward Tulane by Kate DiCamillo Writing Text 1: 5-part Narrative- ‘Journey Tale’ Writing Text 2: Persuasive Article. |
Year 5
| Autumn 1 | Autumn 2 |
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Main Text: Beowulf Writing Text 1: Opening Chapter - Tension building Writing Text 2: Persuasive Speech (Battlecry) |
Main Text: How to Train your Dragon by Cressida Cowell Writing Text 1: 5-part Narrative – ‘Conquering the Monster Tale’ Writing Text 2: An entry for the Anglo-Saxon chronical detailing a Viking invasion |
| Spring 1 | Spring 2 |
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Main Text: Kensuke’s Kingdom by Michael Morpurgo Writing Text 1: Setting description with a change in atmosphere Writing Text 2: Non-chronological report on Asia |
Main Text: The Girl Who Stole an Elephant by Nirana Farook Writing Text 1: Informal letter from main character Writing Text 2: Discursive Text – does adversity |
| Summer 1 | Summer 2 |
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Main Text: The Green Bicycle by Haifaa al Mansour Writing Text 1: Fictional Diary Entry Writing Text 2: Non-chronological report – the city of Baghdad |
Main Text: Clockwork by Phillip Pullman Writing Text 1: Narrative- Variation on 5-part story (flashbacks) Writing Text 2: Explanation Text- Fictional Machine/Invention |
Year 6
| Autumn 1 | Autumn 2 |
|---|---|
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Main Text: Wonder by R.J. Palacio Writing Text 1: Fictional Diary Entry Writing Text 2: Non-chronological report Egyptian Artefact |
Main Text: Floodland by Marcus Sedgwick Writing Text 1: Narrative – ‘Warning Tale’ Writing Text 2: Discussion Text – do we still have time to save the world? |
| Spring 1 | Spring 2 |
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Main Text: Goodnight Mr. Tom by Michelle Magorian Writing Text 1: Setting Description for POV Writing Text 2: Recount from the perspective of a soldier |
Main Text: Macbeth by William Shakespeare Writing Text 1: Macbeth retelling of a scene Writing Text 2: Monologue- Lady Macbeth/Macbeth |
| Summer 1 | Summer 2 |
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Main Text: Holes by Louis Sachar Writing Text 1: Informal letter form Stanley to his parents Writing Text 2: Explanation Text – how can maps help us to understand the world? |
Main Text: The Making of Molly by Lauren O’Neill Writing Text 1: Fictional newspaper report – key event Writing Text 2: Discussion – should we protest? |