Introduction
English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils, therefore, who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.
Aims of the Howden le Wear Curriculum for English
The overarching aim for the Howden le Wear Curriculum for English is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment.
The Howden le Wear Curriculum for English aims to ensure that all pupils:
- read easily, fluently and with good understanding;
- develop the habit of reading widely and often, for both pleasure and for purpose;
- acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language;
- appreciate our rich and varied literary heritage;
- write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences;
- use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas;
- are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.
Howden le Wear Learning Foci for English
1. To acquire the knowledge, understanding and skills associated with Spoken Language.
2. To acquire the knowledge, understanding and skills associated with Reading, including:
- Word reading;
- Comprehension.
3. To acquire the knowledge, understanding and skills associated with Writing, including:
- Spelling;
- Handwriting and presentation;
- Vocabulary and grammar;
- Punctuation;
- Composition.
Text types studied in each year group
Year 1/2:
Non-narrative: Recounts; Instructional texts; Information texts; Explanatory texts; Non-chronological reports; Informal letters: recounts; Informal letters: postcards.
Narrative: Fairy Tales; Traditional Tales; Fantasy; Stories with a familiar setting; Stories with predictable and patterned language; Different stories by the same author; Tales from other countries and/or cultures.
Poetry: Themed poems, rhythm and rhyme; Rhyme, language patterns and simple structures; Themed poems. Structural and language patterns; Humorous poems.
Year 3/4:
Non-narrative: Recounts; Instructional texts; Explanatory texts; Non-chronological reports. Diaries; Persuasive texts: letters, speeches/presentations; Journalistic writing: articles/reports, recounts, interviews; Letters: informal (e.g. postcards) and formal (e.g. persuasion).
Narrative: Mystery; Myths and Legends; Traditional Tales; Fables; Stories with different settings; Different stories by the same author; Science Fiction; Stories with a dilemma; Stories that raise an issue; Tales from other countries and/or cultures; Play scripts.
Poetry: Performance poems; Shape poems and calligrams; list poems; alphabet and number poems; question and answer poems; Language play. Imagery; Exploring form (e.g. syllabic forms (haiku,), prayers, songs, rhyming forms (couplets); Classic poetry.
Year 5/6:
Non-narrative: Recounts; Instructional texts; Explanatory texts; Non-chronological reports; Persuasive texts: letters, leaflets/brochures, speeches/presentations; Formal letters: persuasion; Journalistic writing: articles/reports, recounts, interviews. Autobiographies/Biographies; Diaries; Debate/Discussion/Balanced Argument texts; Informal letters: recounts, invitations, postcards; Formal letters: information, explanation, persuasion, complaint.
Narrative: Classic Narrative; Thriller; Myths & Legends; Traditional Tales from other countries and/or cultures; Fables; Stories with a dilemma; Stories with different openings; Stories with a twist; Stories that disrupt the chronological sequence of a narrative for effect, e.g. use of flashback; Tales from other countries and/or cultures; Play scripts.
Poetry: Classic poetry; Narrative poetry; Imagery; Performance.
