English

English

At Wellfield, we aim to provide children with an engaging and challenging English curriculum that will instil a lifelong love of reading and writing. Children will be exposed to a variety of different genres as a reader and a writer which link to real-life events and experiences.

Reading

“Today a reader – tomorrow a leader” – Margaret Fuller

 

At Wellfield, we understand the importance of fostering a lifelong love of reading. Across the school, children will be exposed to a range of different authors and genres and be given the opportunity to study their styles.

These will include fiction, non-fiction, poetry, plays and media texts.

Writing

“The secret to becoming a writer is to write, write and keep on writing” – Ken MacLeod

 

At Wellfield, we promote excellence in writing throughout the whole curriculum. In English lessons, children will be equipped with the tools to write a range of different genres and for a range of different purposes.

 

These tools will include: spelling, punctuation, sentence structure, vocabulary choice and style. They will have the opportunity to write for a wide range of different purposes and investigate different effects on the reader. They will look at a variety of different examples and analyse the choices of different writers and apply these to their own writing.

Year 5
Autumn Spring Summer

Term 1.1

Term 1.2

Term 2.1

Term 2.2

Term 2.1

Term 2.2

Invaders and Settlers

Main Text(s): ‘Beowulf’ by Michael Morpurgo

Genres: persuasive speech writing (battle cry); historical narrative opener (T4W linked to Beowulf); journalistic writing (Grendel’s defeat); and non-chronological report writing (Anglo-Saxons and their legacy).
Extreme Earth

Main Text(s): ‘The Man who walked the Two Towers’ by Mordicai Gerstein’, ‘Flood’ by Alvaro F.Villa and ‘The Eighth Emergency’ by Betsy Byars

Genres: instructional writing, narrative writing (based on The Impossible), discursive writing (balanced argument: should pupils visit Pompeii?), explanation text (How earthquakes are formed).
Mexico and the Maya

Main Text(s): ‘Elena’s Serenade’ by Poetry: ‘The Highwayman’ by Alfred Noyles

Genres: non-chronological report writing (history of chocolate), diary entries -(T4W: journey to Mexico), five part narrative.
Year 6
Autumn Spring Summer

Term 1.1

Term 1.2

Term 2.1

Term 2.2

Term 2.1

Term 2.2

Victorians

Main Text: ‘Street Child’ by Berlie Doherty

Genres: historical narratives, newspaper articles, formal letters
The Piano

Genres: flashback narrative, diary entry
World War 2

Main Text: ‘The Boy in Striped Pyjamas’ by John Boyne

Genres: historical narratives, newspaper articles, formal persuasive letter, diary entries that create empathy, narrative retell (characterisation)
Pandora (video stimulus)

Genres: scientific non-chronological reports, personal recounts
Our Environment

Main Text: ‘Floodland’ by Marcus Sedgewick

Genres: narrative story opening (following authors style) book reviews, balanced argument
Year 7

In Y7 we follow a thematic approach in English. A main text and/or genre drives the unit but then wider themes are used to ensure that within each unit there are links to fiction, non-fiction, poetry and current events as well as a range of reading and writing skills.

Autumn Spring Summer

Term 1.1

Term 1.2

Term 2.1

Term 2.2

Term 2.1

Term 2.2

“It was a bright cold day in April, and the clocks were striking thirteen…”

FEAR SOCIETY
SURVIVAL

Main Text: Dystopian extracts (e.g. 1984, Fahrenheit 151 etc)
“Something wicked this way comes…”

FATE/FREE WILL
SUPERNATURAL
AMBITION

Main Text: Macbeth
“Man is the only creature that consumes without producing…”

POWER
ORDER
PROPAGANDA
PROTEST

Main Text: Animal Farm
“A nation’s culture resides in the hearts and souls of its people…”

CULTURE
RELIGION
DIVERSITY

Main Text: Poems from other cultures
“When you have eliminated the impossible whatever remains, however improbable, must be the truth.…”

CRIME
JUSTICE

Main Text: Crime fiction extracts (past and present)
Year 8

In Y8 we follow a thematic approach in English. A main text and/or genre drives the unit but then wider themes are used to ensure that within each unit there are links to fiction, non-fiction, poetry and current events as well as a range of reading and writing skills.

Autumn Spring Summer

Term 1.1

Term 1.2

Term 2.1

Term 2.2

Term 2.1

Term 2.2

“Live with no excuses – travel with no regrets…”

CULTURE
TRAVEL
ADVENTURE

Main Text: Travel writing and poetry (modern and pre 19th century extracts)
“My only love sprung from my only hate…”

FAMILY
LOVE
GENDER

Main Text: Romeo & Juliet
“What immortal hand or eye could frame thy fearful symmetry ..”

RELATIONSHIPS
ROMANCE
LOYALTY

Main Text: Poetry of the Romantic Period
“Maybe ever’body in the whole damn world is scared of each other…”

PREJUDICE
SURVIVAL
FRIENDSHIP
ISOLATION

Main Text: Of Mice and Men
TRANSITION
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