English

The teaching of English is fundamental to everything we do at Hutton CE Primary School. Literacy lessons take place daily in every class in the school and opportunities are frequently provided for children to develop their oracy, reading and writing across the scope of the curriculum. Our goal is for children to develop into confident speakers, thoughtful and reflective listeners, enthusiastic readers and engaging writers.

Writing

Throughout the school, the children are involved in activities which help them to gain more knowledge about how to improve their own writing. The use of Learning Without Limits allows all pupils to challenge themselves and raise their own expectations about the writer they can become. We believe it is important that children see their work as having real purpose and that they regard themselves as authors to a variety of audiences. At Hutton CE Primary School, we strive to instill a love of language into the hearts and minds of all our pupils.  We find that children’s writing is enriched when pupils are exposed to a wide range of stories and genres of writing; this in turn helps develop a structure to build upon and leads to a discovery of exciting and rich vocabulary.

Reading

At Hutton, children are encouraged to develop a love of books and are given many opportunities to listenOutdoor learning (2) to stories, to share books with each other and to choose fiction and non-fiction. Children are expected to read daily at home and we encourage a dialogue between home and school in the form of a reading log. In Reception, Year 1 and Year 2 phonics is taught using the Letters and Sounds and North Somerset Learning Exchange Programme for Phonics into Early Spelling. These lessons are taught as discrete whole class lessons. As children move through the early phases of phonics, they practice by reading texts from the Oxford Reading Tree scheme which are mainly decodable. These texts also include sight words (non-decodable) to broaden their vocabulary.  There are fiction and non-fiction books within each Oxford Reading Tree level and parents are made aware of the supporting Oxford Owls website.  

We hold phonics and reading strategy meetings throughout the year to support parents in helping their child learn to read and spell.

Drama

Drama is encouraged from the early years, which begins as role-play and develops through techniques such as hot-seating, improvisation and story re-enactment. Opportunities for formal performances enable the children to develop their drama skills through class Collective Worship and Seasonal Plays.

Reception – Class worship and Christmas NativityEaster production (4)

Year 1 – Class Worship and Christmas Nativity

Year 2 –  Class Worship and Christmas Nativity

Year 3 – Class Worship and Harvest Festival

Year 4 – Class Worship and Pentecost

Year 5 – Class Worship and Easter Production

Year 6 – Class Worship and Year 6 End of Year production

 

English Long-Term Planning

(Two Year Rolling Programme)

RECEPTION,

CLASS 1 AND

CLASS 2

Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Rolling Programme Year 1 Recount:

First person recount; own experiences

 

Performance Poetry

Poetry:

Listen, and respond, to poems; perform individually and in groups; writing poems with alliteration; shape poems

 

Plays:

Reading a play script (Christmas performance)

‘Overcoming the Monster’ ‘Voyage and Return’

 

Non-chronological Reports:

Labels and captions; read and discuss information books; write a simple non-chronological report

‘Rebirth’ ‘Comedy’

 

Poetry:

Listen, and respond, to poems; perform individually and in groups; writing poems with alliteration; shape poems

 

‘Big Writes’ Recount Recount Recount Recount Recount Recount
Rolling Programme Year 2 Instructions:

Oral instructions; recipes; plans; how to play … (a game)

 

Captions and labels

 

Performance Poetry

Poetry:

Listen, and respond, to poems; perform individually and in groups; writing poems with alliteration; shape poems

 

Plays:

Reading a play script (Christmas performance)

‘The Quest’

 

Persuasion:

Role play; adverts and posters

‘Rags to Riches’

 

Non-chronological Reports:

Labels and captions; read and discuss information books; write a simple non-chronological report

Explanation:

Oral explanations; read captions, pictures, diagrams, drawing diagrams, creating flow charts

Discussion:

Speaking and listening; role play to discuss thoughts and feelings of others; explore different views and viewpoints

‘Big Writes’ Recount Recount Recount Recount Recount Recount

 

 

CLASS 3 AND CLASS 4 Term 1 Term 2 Term 3

 

Term 4 Term 5 Term 6
Rolling Programme Year 1 ‘Rebirth’

 

Performance Poetry

Instructions:

Clear, oral instructions; read, follow and compare instructions; write clear written instructions

‘Overcoming the Monster’

 

Poetry:

Nonsense/ humorous poems

Non-Chronological Reports:

Analyse different reports; note taking; turning notes into a report; spider diagrams; write own individual report; compare information on two or more subjects

‘The Quest’ Explanations:

Create diagrams to summarise a process; read and analyse explanations to identify features; read on-screen instructions; write an explanatory text (shared and independent writing)

 

Plays:

Reading play scripts; turning a simple story into a simple play script

‘Big Writes’ Discussion ‘Rebirth’ story Instructions ‘Overcoming the Monster’ story Non-Chronological Reports ‘The Quest’ story
Rolling Programme Year 2 ‘Voyage and Return’

 

Performance Poetry

Recount:

Newspaper reports (on screen and on paper); third person recounts; sports reports; radio reports; pod casts; watch and read several examples of recounts

‘Comedy’/’Tragedy’

 

Poetry:

Nonsense/ humorous poems

Persuasion:

Oral persuasion; drama and role play; letters; reports; presentations; adverts; jingles

‘Rags to Riches’ Discussion:

Read and explore viewpoints; role play different viewpoints; explore persuasive texts – recognise which present a single viewpoint and which are more balanced

‘Big Writes’ Explanation ‘Voyage and Return’ story Recount ‘Comedy’/’Tragedy’ story Persuasion ‘Rags to Riches story

 

 

 

 

 

Year 5 and 6 Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Rolling Programme Year 1 Instructions:

Oral instructions; evaluate instructions; complex procedures; test out instructions on other people and revise

 

Performance Poetry

‘Comedy/Tragedy’

 

Persuasion:

Formal language; persuasive letters; whole class debates; presentations

Discussion:

Balanced; more than one viewpoint; biased/unbiased

 

Recounts:

Contrasting audiences; diary entries for two contrasting experiences; formal/informal

‘Overcoming the Monster’

 

Explanations:

Range of texts; impersonal style; reference books; shared note taking; audience-specific

‘The Quest’

 

Plays:

Reading and writing

‘Rebirth’

 

Poetry:

Experiment with nonsense words and situations; avoiding clichés; repeating patterns; rhyme for humour

‘Big Writes’ Discussion Poetry; instructions Persuasive letters; comedy Balanced argument; recount Explanation; ‘Overcoming the Monster’ story Plays; ‘The Quest’ stories
Rolling Programme Year 2 ‘Voyage and Return’

 

Recount:

Biography

 

Performance Poetry

Recount:

Autobiography

 

‘Rags to Riches’

Discussion:

Balanced arguments on a controversial issue

 

Poetry:

Figurative language; personification; surreal poetry; similes and metaphors; own verse

 

Non-Chronological Report:

Formal language; write reports as part of a presentation on a subject; suiting a specific audience and subject

Explanation:

Choose appropriate from of writing to suit audience and purpose

Cross-text-type project
‘Big Writes’ ‘Rebirth’ story; descriptive writing using figurative language ‘Voyage and Return’ stories; biography Autobiography Discussion Non-chronological reports Explanation