Silkstone Primary School, High Street, Silkstone, Barnsley, South Yorkshire, S75 4LR

01226 790333

Silkstone Primary School

A School with Soul

Class Two

Curriculum Plan for English Class Two

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Literary Form

The Adventures of Egg Box Dragon (fiction)

By Richard Adams

 

 

Rapunzel (traditional tale – with a twist)

By Bethan Woollvin

The Emperor's Egg (non-fiction)

By Martin Jenkins

 

Moth- An Evolution Story (environment/ moral)

By Isabel Thomas

 

Halibut Jackson (fiction)

By David Lucas

 

Poems to Perform (poetry anthology)

By Julia Donaldson

The Storm Whale (fiction – topic linked)

By Benji Davies

 

Link to theme

Castles

Knights and Dragons

 

 

South Pole Geography – Why penguins don’t need to fly

Plants/ environment in Science

Art and design

Seaside Geography topic

Phonics and Early Reading

Floppy’s Phonics stage 5 revision – following scheme set out in order

 

Floppy’s Phonics stage 5 revision– following scheme set out in order

 

Floppy’s Phonics stage 5 revision– following scheme set out in order

 

Floppy’s Phonics targeted for groups of children

Floppy’s Phonics targeted for groups of children

Floppy’s Phonics targeted for groups of children

Language competency

(from POR)

To explore themes and issues, and develop and sustain ideas through discussion, enabling children to make connections with their own lives.

To develop creative responses to the text through responding to reading, drama and artwork.

To write in role in order to explore and develop empathy for a character.

To write with confidence for real purposes and audiences.

 

 

 

 

To explore, interpret and respond to a picture book

To identify with and develop connections with key characters in order to deepen reader response and experience the pleasure that can be derived from engaging with a quality text

To write in role in order to explore and develop empathy for characters

To develop reader response by exploring interpretations of themes, plots and characters’ actions and motivations through discussion

To develop creative responses to a text through drama, music, dance and artwork

To explore and develop ideas through discussion

To become familiar with the features of information texts

To conduct research in order to contribute a page to a class information text

To know that information can be retrieved from a variety of sources

To develop understanding through reading and responding to non-fiction texts

To ask relevant questions to extend their understanding and knowledge

To identify some effective features of non-fiction texts

To write for meaning and purpose in a variety of non-narrative forms

To present information in a range of ways, such as poetry, illustration and oral presentation

To engage children with a story with which they will empathise.

To explore themes and issues, and develop and sustain ideas through discussion, enabling children to make connections with their own lives.

To write in role in order to explore and develop empathy for a character.

To write with confidence for real purposes and audiences.

To make choices in selecting poems for anthologies;

To explore, interpret and respond to poetry;

To explore rhythm, rhyme and pattern in a range of poems;

To respond to and play with language in poetry;

To compose and perform own poetry

To explore themes and issues, and develop and sustain ideas through discussion, enabling children to make connections with their own lives.

To develop creative responses to the text through play, drama, music and movement, storytelling

To write with confidence for real purposes and audiences.

Extended writing outcome

Letter writing/ descriptions

 

 

 

 

Alternative fairy tale

Re-telling a story

Non- fiction piece/ report

Contribute to class book

Persuasive text

Extended story

Poetry in a range of forms

 

Extended story

National Curriculum SPAG

Ongoing throughout the year

  • Formation of nouns using suffixes and by compounding; formation of adjectives using suffixes; use of suffixes for comparative and superlative adjectives and to turn adjectives into adverbs.

  • Subordination and co-ordination; expanded noun phrases for description and specification; how the grammatical patterns in a sentence indicate its function as a statement, question, exclamation or command.

  • Correct choice and consistent use of past and present tense throughout writing; using progressive form of verbs in present and past tense to mark actions in progress.

  • Using capital letters, full stops, question marks and exclamation marks to demarcate sentences; using commas to separate items in a list; apostrophes to mark where letters are missing in spelling and to mark singular possession in nouns.

  • Terminology: noun, noun phrase, statement, question exclamation, command, compound, suffix, adjective, adverb, verb, past and present tense, apostrophe, comma.