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Marion Richardson

English

At Marion Richardson we aim to deliver the English curriculum in a way that is meaningful, engaging and meets the needs of all of our children. As a core subject that lays the foundations for accessing the wider curriculum, it is our vision that every child acquires the necessary knowledge and skills to enable them to be both successful readers and writers. We aim to ensure that children at Marion Richardson are exposed to an oracy rich curriculum, embedded through the systematic teaching of spoken and written language, which develop their competence and confidence ins spoken language and listening skills.  Reading is placed at the heart of the school’s curriculum and all staff are committed to this, prioritising the acquisition of early language and reading skills. We are determined that every pupil will learn to read, regardless of their background, needs or abilities through the explicit teaching of reading skills. We aim to develop children’s understanding and appreciation of a wide range of fiction, nonfiction and poetry texts which cover a range of experiences and perspectives. We enable children to write in an appropriate range of styles and genres and to different audiences, developing stamina and skill over time.

Essential characteristics of readers:

  • Excellent phonic knowledge and skills.
  • Fluency and accuracy in reading across a wide range of contexts throughout the curriculum.
  • Knowledge of an extensive and rich vocabulary.
  • An excellent comprehension of texts.
  • The motivation to read for both study and for pleasure.
  • Extensive knowledge through having read a rich and varied range of texts.

Please click on the link below to find out more about the school's approach to the teaching of reading and phonics 

Reading and Phonics at Marion Richardson

Essential characteristics of writers:

  • The ability to write fluently and with interesting detail on a number of topics throughout the curriculum.
  • A vivid imagination which makes readers engage with and enjoy their writing.
  • A highly developed vocabulary and an excellent knowledge of writing techniques to extend details or description.
  • Well-organised and structured writing, which includes a variety of sentence structures.
  • Excellent transcription skills that ensure writing is well presented and punctuated, spelled correctly and neat.
  • A love of writing and an appreciation of its educational, cultural and entertainment values.

Essential characteristics of excellent communicators:

  • An exceptional talent for listening attentively so as to understand what is being said.
  • A rich and varied vocabulary that give clarity and interest to conversations.
  • Clear speech that can be easily understood by a range of audiences.
  • An excellent grasp of the rules used in English conversation, such as tenses and the grammatical structure of sentences.
  • A highly developed ability to tell stories that capture the interest and imagination of the audience.
  • A delight in initiating and joining in conversations.
  • Respect for others when communicating, even when views differ.

 

English Curriculum Overview 2023-2024

English Rivers  

 

The English curriculum follows the objectives set out in the National Curriculum.

In English, the knowledge of how to teach reading is regularly refreshed so staff in all year groups can confidently support children on their journey to become confident readers. In EYFS & KS1 daily phonics lessons take place in addition to guided and shared reading lessons. In KS2, daily reading lessons take place.

The development of writing is carefully planned incorporating a range of techniques that allow children to develop their understanding of the writing process. From the very earliest stages of writing development, we promote talk to aid writing. The English Curriculum is based on high- quality texts which cover a range of genres.  Units are planned with a clear written outcome and a clear audience and purpose. Grammar is taught, in most instances, within the English lesson, so that the students are able to see how the written language works in a context they can engage with. While the format of individual lessons may vary, all teachers model the intended outcome for the children. Across the course of a unit children are given the opportunity to:

  • Read the key text as a reader and as a writer
  • Explore and discuss models of writing linked to their unit outcome
  • Generate and discuss ideas for their writing
  • Use a range of resources such as working walls & vocabulary mats
  • Plan, discuss and draft their writing
  • Edit and improve their writing

The school follows the Spelling Shed scheme in discrete lessons from Spring term in Y2 to secure and embed approaches to spelling. 

 Learning Journeys

  • Learning Journeys detail the overall outcomes for each unit.
  • Learning Journeys detail the small steps that children will take to achieve the overall outcomes for each unit.
  • They show how the unit builds on prior learning
  • They show what children will learn in the future linked to what they are learning now.
  • Learning Journeys are available on the school website – on the year group page or on the subject page
  • They include key vocabulary for the unit
  • They include details of the key content to be covered

If you would like printed copies of any journeys please let us know. 

 

Year 1

Autumn Term

On Sudden Hill, Benji Davies - Familiar settings

Little Red Riding Hood - Traditional Tales

Martha Maps it Out Leigh Hodgkinson In Every House on Every Street, Jess Hitchman - Familiar Settings

Pattan’s Pumpkin Chitra Soundar - Stories from other cultures

Pattan’s Pumpkin Chitra Soundar -  Significant Author

Recount of familiar events 

Nimesh the Adventurer, Ranjit Singh - Stories from other cultures

 

Spring Term

The Gingerbread Man - Traditional tales 

The Gingerbread Man - Instructions 

The Queen’s Hat, Steve Anthony - Familiar settings

Recount of familiar events

Caterpillar Cake - Poetry

 

Summer Term

We’re Going To Find a Monster,  Malorie Blackman - Familiar Settings

Seasons Come, Seasons Go Tree - Non-chronological report

A Great Big Cuddle – Childhood, Michael Rosen - Poems on a theme

Captain Flinn and the Pirate Dinosaurs - Adventure 

One Day on our Blue Planet: In the Savannah, Ella Bailey - Non-Chronological Report

Zim, Zam, Zoom,  James Carter

 

Year 2

Autumn Term

Billy and the Beast, Nadia Shireen - Stories by a significant author

The Boy who Cried Wolf, Aesop’s Fables - Fables or other animal stories

Beware the Bears, Alan Macdonald/ Goldilocks & Just One Bear Leigh Hodgkinson - Traditional tales with a twist

Little Red and the Very Hungry Lion, Alex. T. Smith - Traditional tales with a twist

Recount of familiar events

Roald Dahl’s George’s Marvellous Experiments, Quentin Blake et al - Instructions

 

Spring Term

The Great Fire of London: Anniversary Edition of the Great Fire of 1666 - Non-Chronological Report

Recount of familiar events 

Not that Pet, Smriti Halls/There’s a Lion in the Cornflakes, Michelle Robinson - Stories with a Familiar Setting

Monster: An Owners Guide, Johnathan Emmet / Myth Match Miniature: A Fantastical Flipbook of Extraordinary Beasts Good Wives and Warriors - Non Chronological Report

 

Summer Term

Superhero Joes Does NOT Do Cuddles, Michael Catchpool/How to Save a Superhero Adventure

Dear Teacher, Amy Husband - Letter Writing

Poems to Perform,  Julia Donaldson - Performance Poetry

The Dragon Machine Helen Ward/Dragon Post Emma Yarlett - Imaginary Worlds

The Big Book of the UK: Facts, folklore and fascinations from around the United Kingdom, Imogen Russell Williams - Persuasive Leaflet

Poetry Pie, Roger McGough - Poems on Theme

 

Year 3

Autumn Term

Peter Pan - Adventure stories 

Mama Miti, Wangari Mathaai - Biography 

A Caribbean Dozen – The Forest - Poems based on a theme /Jelly Boots. Smelly Boots, Michael Rosen

Hansel and Gretel, Anthony Browne/ Rachel Isadora - Fairy tales

The Egg, M.P. Robertson - Persuasion

Flicker Flash, Joan Brandsfield Graham/ Madtail, Miniwhale and Other Shape Poems Wes Magee - Calligrams & shape poems 

 

 

Spring Term

Leon and the Place In Between, Angela MacAllister - Fantasy

linked to Fantasy unit - Non chronological report

Marv & the Mega Robot, Alex Falase-Koya - Adventure

River Story, Meredith Hooper - Explanation

 

Summer Term

The Spell Thief, Tom Percival - Playscripts

Captain Scott: Journey to the South Pole - Recount – diaries

Where Ocean Meets Sky, The Fan Brothers - Significant Author

Everything Volcano - Non-chronological report 

Classic Poems for Children- Crocodile - Performance poetry

 

Year 4

Autumn Term

Marcy and the Riddle of the Sphinx - Fantasy, Including a recount

Tales of Ancient Egypt, The Legend of Tutankhamun - Information booklet with a collection on non-fiction text types

Fortunately, the Milk, Neil Gaiman - Author Study

Cinnamon, Neil Gaiman - Recount- diary

Kennings/Cinquains, Poems with a Structure

Dancing in the Rain, John Lyons - Poems to perform

 

Spring Term

A Child’s Introduction to Greek Mythology, Heather Alexander  (Theseus and the Minotaur)  - Myths & Legends

Anglo Saxons (Explore!), Jane Bingham - Non- chronological Report

The Fantastic Flying Books of Morris Lessmore - Fantasy

Wild Animals – An Interview with a Tiger - Non Chron

Where Zebras Go (Part 2), Sue Hardy Dawson - Calligrams and Shape poems

 

Summer Term

Rumaysa, Radiya Hafiza/ Rapunzel - Rachel Isadora - Traditional Tales with a Twist 

NGK Everything Viking- How should we remember the Vikings?, National Geographic Kids

Kennings/Cinquains - Poems with a Structure

Epic Adventures, Sam Sedgewick - Information booklet with a collection of non-fiction text types

Mr Penguin and the lost Treasure, Alex.T. Smith - Adventure

My Name is Not Refugee, Kate Milner - Recount- diary 

  

Year 5

Autumn Term

Arabian Nights, Usborne - Stories from other cultures

Hidden Figures, Margot Lee Shetterley - Biography 

The Adventures of Odysseus, Hugh Lipton - Myths & Legends

Forces and Parachutes - Explanation Text

Haikus - Poems with a structure 

 

Spring Term

The Barnabus Project, The Fan Brothers - Adventure

The Cities Book/ The Travel Book, Lonely Planet - Magazine Article

Future Hero: Race to Fire Mountain, Remi Blackwood - Adventure

City of Stolen Magic, Ahmed Pathak, Nazneen - Fantasy

Tyger, Tyger - Classic Narrative Poetry

 

Summer Term

War Horse, Michael Morpurgo - Historical Fiction/ Significant Author

War Poetry - Poems with figurative language

The Lion, The Witch and the Wardrobe, C.S. Lewis - Older literature

Guardians of the Planet: How to be an Eco-Hero, Clive Gifford - Persuasion

The Lady of Shalott - Classic Narrative Poetry

 

 

Year 6

Autumn Term

Short Writes

The Yark, Bertrand SantiniCharacter Description - (3 weeks)

Happy Here, Various AuthorsNarrative

Muhammad Ali, Various Sources Biography

 

Spring Term

Titanium - Narrative

Ned’s Circus of Marvels, Justin Fisher - Narrative – setting description

Ned’s Circus of Marvels, Justin Fisher - Narrative -alternative chapter

Journey, Aaron Becker - Narrative - Dialogue

Harry Potter, J.K. Rowling - Letters - Howlers

 

Summer Term

Fantastic Beasts and Where to Find Them, J.K Rowling - Non-chronological report

The Magnifying Glass - Poetry 

The Circulatory System- Explanation

The Dreadful Menace - Poetry

Darwin’s Dragons - Recount & Narrative