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.
English
English
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 | |||
|---|---|---|---|---|---|
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Term 1.1 |
Term 1.2 |
Term 2.1 |
Term 2.2 |
Term 2.1 |
Term 2.2 |
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Victorians Main Text: ‘Street Child’ by Berlie Doherty Genres: newspaper report (Queen Victoria’s Coronation), letter writing, narrative writing, diary writing (linked to ‘Street Child’). Poetry. |
Mexico and the Maya Main Text(s): ‘Elena’s Serenade’ by Campbell Poetry: ‘The Highwayman’ by Alfred Noyles Genres: non-chronological report writing (history of chocolate), diary entries -(T4W: journey to Mexico), explanation, biographies. |
Invaders and Settlers Main Text(s): ‘Beowulf’ by Michael Morpurgo Genres: persuasive speech writing (battle cry); historical narrative opener (T4W linked to Beowulf); balanced argument and non-chronological report writing (Anglo-Saxons and their legacy) |
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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 |
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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) |
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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 | |