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Overview and Intent

Literacy Overview Cycle B                                                                                             September 2020 / 2021

 

Class 1 Cycle B 2020/2021

Splendid Skies

Dinosaur Planet

Beachcombers.

Muck Mess and Mixture

The Scented Garden

Street Detectives.

Reception

Phonics Set A/B

Phonics Set B/C

Ditty Books

Get Writing Red Ditty Books.

Red Ditty Books.

Get Writing Red Ditty Book.

Storybooks Green Set 1

Get writing Green Book.

Storybooks Green Set 1

Get Writing Green Book.

Story Books Purple Set 2

Get Writing Purple book.

Year 1

Storybooks Pink Set 3

Get Writing Set 3

Storybook Orange Set 4

Get Writing Set 4

Storybook Yellow Set 5

Get Writing Set 5

Storybook Yellow Set 5

Get Writing Set 5

Storybook Blue Set 6

Get Writing Set 6

Storybook Blue Set 6

Get Writing Set 6

Year 2

Storybook Grey Set 7

Get Writing Set 7

Recounts Poetry; Lists and instructions

Storybook Grey Set 7

Get Writing Set 7

Poetry and riddles; Narratives

Storybook Grey Set 7

Get Writing Set 7

Narratives; Letters;

Labels, lists and captions; Recipes; Poetry; Narratives; Leaflets

Recounts; Non-chronological reports; Instructions; Narratives; Information texts

Recounts and captions; Nursery rhymes; Instructions; Adverts; Diaries

Literacy topic links

for Reading and Writing.

Recounts; Poetry; Lists and instructions; Postcards; Non-chronological reports

Fact files; Poetry and riddles; Non-chronological reports; Narrative; Writing for different purposes

Labels, lists and captions; Tongue twisters; Narratives; Letters; Non-fiction texts

Labels, lists and captions; Recipes; Poetry; Narratives; Leaflets

Recounts; Non-chronological reports; Instructions; Narratives; Information texts

Recounts and captions; Nursery rhymes; Instructions; Adverts; Diaries

 

 

 

 

Class 2 Cycle B 2020/2021

Tribal Tales

Playlist

Urban Pioneers

Predator

Traiders and Raiders

Scrumdiddlyumptious

RWInc Reading focus

 

Sand Wizards by Jon Blake

Your A-Z Holiday Guide.

Which Holiday?

UNIT 1 Y3

A Tune of Lies by Lou Kuenzier

How to Make a One-string guitar.

UNIT 2 Y3

A Tale of Two Robots by Roy App

Nose in a Book or Eyes on the Game?

How Long Should Break Be? UNIT 3 Y3

Lost or Stolen by Narinder Dhami.

Gadget Magic.

The Greatest Gadget of them all?

UNIT 1 Y4

The Balloons by Oscar Wilde

My Sari by Debjani Chatterjee

At the End of the School Day by Wes Magee.

Your Alien Experiences.

The Daily Blab.

UNIT 2 Y4

The Bogey Men and the Trolls Next Door by Kaye Umansky.

The Stellar Stage School.

How the Voice Works.

UNIT 3 Y4

RWInc Writing focus

Setting and Characters. Contrasting descriptions. First person narrator.

Information texts.

Playscripts. Actions and dialogue.

Instruction texts.

Character and empathy. Science-fiction narrative.

Discussion texts on fact vs opinion.

Story 'roller coaster' chapter finisher.

Information text.

Presentation.

Poetry. Language and emotion. Free Verse.

Journalistic Recount.

Newspaper report.

Humorous writing. Rhyming narrative.

Explanation text.

Lesson plan.

RWInc Grammar focus

Adverbs and adverbials. Inverted commas. Headings and subheadings.

Adverbs of time

Determiners a and an. Conjunctions. Adverbs and adverbials.

Inverted commas.

Paragraphs

Adverbials including fronted adverbials

Literacy topic links

for Reading and Writing.

Information texts; Adventure narratives; Fact files; Letters; Poetry

Poetry; Short narratives and silent movies; Lyrics; Posters; Information leaflets

-

Recounts; Leaflets; Poetry; Dilemma stories; Speeches

Reports; Myths and legends; Character profiles; Poetry; Historical narratives

Recounts; Recipes; Poetry; Non-chronological reports; Adverts

 

 

Class 3 Cycle B 2020/2021

A Child’s War

Stargazers

Pharaohs

Darwin’s Delight

Beast Creator

Hola Mexico

RWInc Reading focus

(YEAR 6 UNIT 1)

Prometheus and Pandora - Jenny Pursglove. (F)

How to write instructions - (NF)

How to write a Greek Myth (NF)                    UNIT 1 Y5

Bling - Jon Blake - (F)

Bravery Award for Fire Hero Boy (NF)

Newshound (NF)

Beach Bonanza (NF)

                             UNIT 2 Y5

Goodnight Stroud - Pie Corbett.

Last Night I Saw the City Breathing - Andrew Fusek

(Poetry)

Meet the Monster

Meet the Future

                             UNIT 3 Y5

Robin Hood and

the Golden Arrow

by Geraldine

McCrough, The

Sherwood Bugle,

Good Day TV

Interview

Rabbit in Mixer Survives - Roger McCough

(Poetry: The Power of Imagery)

Should Humans really rule the Earth?

Animals Rule!

UNIT 2 Y6

Brashem's Tortoise by Susan Price

Exotic Pets - the facts and figures.

Are you sure you really want one?

Protection of Exotic Pets Society.

UNIT 3 Y6

RWInc Writing focus

Character development, role of narrator, narrative texts. Instruction writing.

Diary writing, narrative with dilemma, character development. Recount. Newspaper report. Radio script.

Comparing poetry - theme, imagery, vocabulary, personification. Composing poetry - free verse. Persuasive writing. Public speech.

Retelling a narrative.

Journalistic

writing. Formal

and informal

writing. News

reports.

To use imagery in writing including extended metaphor and simile.

Balanced arguments.

Persuasive writing.

Fiction genre with focus on character and setting.

Formal, impersonal writing.

RWInc Grammar focus

Devices to build cohesion within a paragraph, linking ideas across a paragraph.

Relative clauses

Modal verbs. Adverbs of possibility.

Expanded Noun

Phrase Semi

Colons, Colons

and Dashes,

Synonyms and

Antonyms

Punctuation of bullet points

Layout devices and structure of text.

Informal and formal speech writing, subjunctive, passive voice.

Literacy topic links

for Reading and Writing.

Letters; Diaries; Persuasive posters; Narrative dialogue; Speeches

Mnemonics; Myths and legends; Free verse poetry; Newspaper reports; Descriptions

Chronological reports; Fact files; Research skills; Mystery stories; Play scripts

Labelling and

journals; Diaries;

Letters;

Explanations;

Newspaper

Reports

Non-chronological reports; Instructions and advertisements; Comic strips; Limericks and kennings; Fantasy narratives

Invitations; Postcards; Instructions; Myths and legends; Poetry

 

English: Intent, Implementation and Impact document.                                                                  April 2020

Intent

  • To develop a curriculum that is ambitious and designed to give all pupils (particularly SEND and PP children) the knowledge and cultural capital they need to succeed in life.
  • To establish a coherent and cumulative curriculum that puts pupils in the best possible position for future learning and employment.
  • To show the same ambition for all pupils.
  • To give pupils a broad and balanced curriculum.

We believe that reading is at the heart of the English, and the wider, curriculum. If we can cultivate highly motivated readers who enjoy a range of fiction and non-fiction texts they will in turn develop a wider vocabulary; stronger oracy skills and more comprehensive writing pieces. To support staff in developing these skills we have invested in the Read Write Inc. Phonics, Spelling and Literacy and Language schemes. It is also the intent that using the schemes throughout school will allow us to develop:

  1. A thread of pedagogy whilst allowing teachers to use their own personality in delivering lessons.
  2. A common teaching language that will allow consistency for pupils throughout school – this will be of greatest benefit to our SEND pupils who need the most support.
  3. Classroom routines throughout school that will support all pupils and be of greatest benefit to our SEND pupils.
  4. Assessment timetables, materials and records for each half term that will create a ‘thread’ of measurable progress through school.
  5. Identification of pupils who are ‘falling behind’ and putting effective interventions in place to ‘close the gap’.

 

Whilst we value the structure and resources of the Read Write Inc scheme we also want to remain mindful of our own specific targets in school and the changing landscape in education. As a result we also intend to:

  1. Use reliable research (ie the EEF) to inform decisions that are being made in school.
  2. Ensure vocabulary remains to have a ‘spot-light’ for learning.
  3. Monitor the ‘Impact’ the approach is having on pupil progress, especially SEND and boys writing outcomes.
  4. Begin exploring the principles of cognition and meta-cognition as a tool for teaching and learning.
  5. Identify the ‘cultural capital’ experiences we offer our pupils.

 

 

Implementation.

In order to reach the above aims and intentions, we have taken some time to evaluate the current routines and systems that were in place in school. Observing lessons; taking part in learning walks; conducting ‘books looks’; talking to staff; analysing data (and understanding how data is collected and recorded); taking part in CPD briefings; researching teaching materials and best practice; attending cluster meetings and moderation events; sharing information and discussions with governors; creating action plans and using previous teaching experience and knowledge have all lead to – and all will continue to be a part of –  the intent statement outlined above.

As a staff team we will be committed to embracing the principles of ‘Purpose, Passion, Pace, Participation and Praise’ that the Read Write Inc programmes advocate and is key to implementing the consistent pedagogy, language, routines, assessment and interventions thoughout school. By being faithful to the assessment regimes and closely monitoring pupil progress we should be able to implement any interventions in a timely manner to ensure all children ‘keep pace’ with learning. However, these things take time and stability to embed, develop and refine and if we are to truly embrace RWInc as a school it needs to have every member of staff on board. The approaches suggested by the RWinc scheme is very much akin to the Embedding Formative Assessment strategy by Dylan Wiliam, which uses a Teacher Learning Community (TLC) group to explore and implement new teaching strategies. This is a model we will use to support our development of the ‘Reading Leader’ role used in the RWInc programme to strengthen staff pedagogy and meta-cognition of the principles of the scheme.

 

As a school we will maintain teacher CPD and encourage personal development to encourage informed judgements to made as to how to cater for and support groups of children and individuals within a class. For example, there has been for some time increasing research to show that ‘vocabulary rich’ children are better able to access the curriculum and therefore make better progress. Whilst RWInc addresses the acquisition of vocabulary the research shows that the gap between vocab rich and vocab poor children continues to widen over time unless specific steps are taken to address this. What the research does not suggest is ‘grouping’ vocab poor children together for ‘word interventions’ but instead ensuring that the ‘same ambition for all pupils’ is implemented in the classroom thereby exposing all children to a wide and eve- increasing vocabulary. Which is why in our intent statement we aim to maintain the extra ‘spotlight’ on vocabulary across the whole of the curriculum.

 

Impact.

It is our aim to have in pace these three steps to enable us to monitor the impact our intent and implantation is having.

  • For our writing assessment we will populate the National Curriculum criteria grids on the Mastro Cornerstones platform. This will allow us to record teacher assessment centrally and to track progress through school.
  •  Children will produce an independent piece of writing for assessment each half term which will then be assessed and a copy of the piece placed in a pupil ‘writing progress folder’ for ease of moderation though school and within the cluster. Extra assessments will need to be made in Y2 and Y6 for end of Key Stage teacher assessment and these grids are already in place and being used by the relevant staff
  • It is my intention to measure impact in Reading and Writing in the penultimate week of each half term. This allows teachers to assess the progress made that half term, identify any children that are falling behind (and put the relevant interventions in place) and plan accordingly for the subsequent half-term.
  • We will continue to use the PiRa, PuMa and EGPaS assessments to inform our summative assessments at the end of each term.

These measures will be reviewed and adapted accordingly throughout the next academic year.

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