Warrington School/Curriculum/English

Warrington School

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The Warrington Way - reading with friends

Warrington School English Curriculum Goals

Listening

1. Be active listeners
2. Recall key ideas
3. Consider meaning and relevance
4. Show courtesy when listening

Reading

1. Develop a love of reading and respect for books
2. Find and select material that is suited to personal interests, needs and capabilities
3. Read a variety of material
4. Read aloud with confidence and fluency
5. Recall key ideas
6. Seek meaning and understanding from everything that is read
7. Develop strategies for working out unfamiliar words and phrases
8. Develop skills of using libraries and information systems

Viewing

1. Locate, select and interpret visual information from a wide range e.g. videos, pictures, charts etc
2. Read, analyse, understand and critically think about messages and purposes of information presented

Speaking

1. Express ideas clearly and with confidence
2. Use appropriate language
3. Ask and answer questions
4. Recognise, appreciate, understand and respond to greetings used by other cultures
5. Develop skills of conversation

Writing

1. Enjoy writing
2. Write for a range of purposes
3. Convey ideas and information clearly, coherently and logically in writing
4. Use conventions of punctuation, grammar and spelling with growing accuracy
5. Proof read, edit and self correct written statements with growing skillfulness
6. Spell frequently used words accurately
7. Use aids to support writing e.g. dictionaries etc

Presenting

1. Develop skills of effectively arranging, presenting and displaying visual and written information in a variety of formats
2. Learn skills which develop legible and efficient handwriting

English Curriculum General Aims

To equip children with the necessary skills to:

• Understand their world from the visual and aural world
• Express themselves visually and orally
• Make connections with others through the medium of the English language and its related visual concepts

Junior School

• Know the letters of the alphabet
• Increasing the bank of high frequency words
• Spell some high frequency words and attempt unknown words
• Use a full stop at the end of a sentence
• Use a capital at the start of the sentence
• Print the alphabet correctly
• Link sounds to letters

Middle School

• Reading a wide variety of materials
• Consolidation of comprehension and reading strategies
• Reading at chronological age
• Learning techniques of different styles of writing
• Writing for enjoyment
• Master essential spelling lists in writing
• Follow editing flow chart

Senior School

• Reading from interest, encouraged to widen genres and researching.
• Using print and digital medium
• Reading at their age level
• Silent reading
• Capable of editing, improving written work
• Confident with surface features and developing deeper features in different written forms
• Be able to share thoughts, facts and ideas in a suitable format

English Objectives

• English Objectives - Level 1
• English Objectives - Level 2
• English Objectives - Level 3
• English Objectives - Level 4

English Indicators

• Written Language Indicators
• Reading Indicators
• Visual Language Indicators
• Oral Language Indicators

Reading, Listening and Viewing Curriculum Classroom Objectives
Level 1	Level 2	Level 3	Level 4
Reading Read at Light Blue level Demonstrate enthusiasm to explore a wide range of books Read aloud familiar texts independently Independently select books from the class library and picture book section of library and read for enjoyment Retells with appropriate sequence and recall of key words/ideas Able to recall large bank of high-frequency words Can indicate the beginning and ends of sentences Can distinguish between words and letters Uses alphabet knowledge effectively as one strategy for working out unknown words Uses prior knowledge of context and personal experience to make meaning Uses prior knowledge of language structure to make sense of the text Knows all letter names and sounds including blends Can match l:1 Holds the book the right way, reads from front to back, L to R Focuses on meaning as well as on reading words accurately Self monitors and self-corrects by cross-checking cue systems Viewing Uses pictures and/or illustrations to differentiate between fact and fiction Can use illustrations and title to make predictions about content Is able to discuss information in small group setting Can use table of contents to locate information Can identify questions they expect to be answered in the text Identify and respond to some environmental signs and symbols at school and in the local community e.g. traffic signs, danger Interpret pictures to understand the link between font, colour and illustrations Interpret photographs to understand the features of foreground and background Interpret simple charts, maps and graphs View and recognises effects of some film shots Recognises some differences in fonts — colour, bold, upper and lower case, italics Able to assigns meaning to facial expressions, gestures Listening Actively listens, looks at speaker, acknowledges and responds Can follow simple instructions/directions As a listener ‘connects’ with speaker e.g. nods, smiles Waits for an appropriate time to speak Allows others to speak without unnecessary interruption	Reading Read at – RR 9-10 Reads a variety of material Summarises and recalls concisely including key words, main ideas Reads a variety of material Scans for specific information Extracts and organises information into a variety of visual responses e.g. mind map, retrieval chart Reads at appropriate pace, varying pace to suit text Uses word sources to check meaning Recognises paragraphs, punctuation and surface features displaying knowledge when reading aloud Willingly tries unknown words, independently cross-checking to all cue sources Confidently uses alphabet, consonant blends and dusters of vowels to solve unknown words Self monitors, works at maintaining meaning e.g. reads on Identifies fiction and non-fiction sections of school library Locates information on specific topics in library with support Can read aloud with confidence and fluency, Viewing Identifies and discusses features of layout including font size/type, pictures/captions Identifies, discusses, media forms e.g. newspaper, poster, advertisement Can discuss possible interpretation of facial expression, gesture, body language Can identify a range of fonts, discuss possible reasons for use Can discuss possible meaning of colours Recognises and explains international symbols Can explain well-known logos Handwriting is legible, well-formed and fluent Listening Actively listens, makes connections with speaker’s topic/opinion Is aware of open/closed questions when clarifying information, opinions and ideas tell or retell a story using voice and gesture for effect for an audience Uses language, grammar and behaviour appropriate to the occasion	Reading read at– RR 10-12 Reads silently for extended periods Uses background schema and an extensive vocabulary to make sense of text Maintains meaning over longer and more complex text Makes inferences based on text and can justify stance Summarises confidently including main points/ideas and supporting evidence Uses a range of strategies to gain meaning, find information Uses syllabification (phonemic awareness) to decode unknown words Predicts, confirms and self-corrects confidently Viewing Identifies features in a variety of media forms e.g. brochure, advertisement Explains effects of composition in static images Identifies and explains stereotypes in the media Discusses and interprets body language Discusses effects of caricature and graphic techniques in cartoons Listening follows more complex directions and instructions Uses a range of questioning techniques to gain information Able to listen for key points, specific information	Reading Read at– RR 12-14 Justifies critical opinion of language use in cameos of text Justifies own interpretation of text Selects relevant extracts to justify opinions using skimming/scanning Developing strategies to extract meaning from abstract/textural texts removed from own experience e.g. responses such as pyramids/structured overview Varies reading strategies using skimming, scanning or close reading according to the purpose and nature of the text Uses reading as a functional process to amuse, find answers to problems, learn Viewing Explains link between visual and verbal features in static images (both own and those of others) Identifies and explains the purpose of visual and verbal features in static images Identifies and explains use and purpose of film technique when viewing films and video Listening Extends participation of others in a groups through encouragement, questioning Reflects, evaluates, summarises conclusions reached in group discussion Employs effective listening/questioning in interviews Can generalise, hypothesis, infer coherently about abstract ideas
Writing, Speaking and Presenting,
Level 1	Level 2	Level 3	Level 4
* Writing enjoy writing take risks when writing Recount personal experiences, writing events in order Plan a recount to include who, where and what take part in shared writing on known stories retell favourite part of a known story use simple poetic formats record a set of instructions (up to four steps) write a simple letter Sound out and represent all substantial sounds in a word Spell most high frequency words correctly (Spell-Write lists 1-2) Use some interesting words that show some personal voi Show some evidence of editing (recrafting and proofreading) Be able to paragraph up to three ideas Use a range of words Using capital letters and full stops Presenting Creates simple symbols and explains their meaning Uses colour, lettering and space to create impact in a poster Assigns personal meaning to colours and uses appropriately when presenting e.g. borders Can represent events/ideas in pictures Demonstrates awareness of neat handwriting, using appropriate posture, grip and spacing when writing. Speaking Retells a story that is sequential and holds storyline Offers personal opinion in discussion Actively listens, looks at speaker, acknowledges and responds Can give simple instructions/directions Connects phrases and clauses using conjunctions when speaking Beginning to vary pitch for effect, to enhance meaning Gives simple explanations of how and why Shares simple recounts/anecdotes with groups and class Waits for an appropriate time to speak Able to add meaning by using appropriate facial expressions, gestures	* Writing enjoy writing take risks when writing write freely on a range of topics where logical sequence of is clear record personal experiences with supporting detail and comment personal voice is generally apparent able to plan writing (eg mind map, web, list) write a narrative story showing beginning, middle and end retell known stories write poems such as acrostic, sense poems and rhyming couplets write instructions using title, lists of materials and explain procedures of up to six steps write explanations that start with a questions, describe the topic, answer the questions, explain its use write short factual reports write a recount write an opinion Can use write word pictures and is beginning to use similes, alliteration and onomatopoeia Use adjectives Use some direct speech Uses more correctly spelt words than approximated Places vowels in every syllable when approximating Developing wide vocabulary usage Uses appropriate dictionary skills when editing Uses punctuation appropriately ( capital letters, fullstops, commas, questions marks, speechmarks) Syntax mostly correct Uses constant tense Vary sentence beginnings and lengths Presenting Identifies and discusses features of layout including font size/type, pictures/captions Identifies, discusses, reproduces (simply) media forms e.g. newspaper, poster, advertisement Creates simple storyboards demonstrating knowledge of film shots and techniques Can identify a range of fonts, discuss possible reasons for use and use when presenting Can discuss possible meaning of colours and apply to presentation e.g. borders, titles Recognises and explains international symbols Can explain well-known logos and create own Handwriting is legible, well-formed and fluent Speaking responds appropriately to speaker’s topic/opinion Can clearly express and justify ideas and opinions in a range of discussion situations Can initiate and sustain a conversation with a range on audiences and use the rules of conversation ( turn taking, listening, connecting, not interrupting, responding) Is aware of open/closed questions when clarifying information, opinions and ideas Can read aloud, tell or retell a story using voice and gesture for effect for an audience	* Writing enjoy writing take risks when writing Writes with ease to express personal responses to different experiences, showing ability to identify ‘high point’, focus and write and specific aspects of this event rather than event as whole. take notes as a tool of learning Beginning to develop ‘writer’s voice’ Can plan, sequence, develop, shape, edit and re-craft Recognise purpose of and write different letter forms Write narrative stories showing knowledge of characters, setting, problem resolution and conclusion Able to use imagery, descriptive and figurative language ( eg simile, metaphor, and personification) Write poetic forms of haiku and free verse Write instructions, arguments, reports and letters using clear precise and specific language Clearly express a personal viewpoint backed by evidence Organise some ideas into paragraphs Uses a dictionary and thesaurus appropriately Can identify and attempt to correct most spelling and grammatical errors Punctuates consistently and correctly (as level 2 plus apostrophe) has a large bank of known sight words and using more sophisticated language Speaking Initiates/facilitates and leads a group discussion Initiates sharing, questioning, justifying, explaining to consolidate learning and assimilate new knowledge Can logically and succinctly summarise in oral from written texts or oral delivery Can gain/retain audience attention through a variety of techniques e.g. pace, volume, gesture, expression Gives complex directions and instructions Uses a range of questioning techniques to gain information Can use a variety of formal, informal social courtesies Presenting Uses knowledge of font, colour symbolism for effect when presenting Identifies features and reproduces when creating in a variety of media forms e.g. brochure, advertisements, menus, Understands effects of composition in static images and uses in own creations Plans, storyboards and produces simple moving images using appropriate tools, eg computer, digital camera Dramatise plays, stories, poems and factual info	* Writing enjoy writing take risks when writing writes regularly to express feelings and thoughts, incorporating some detailed description and reflections in accounts of experiences Writes expressively, fluently, imaginatively, accurately with ease on a variety of topics including poetry(pattern, pace, beat stanza), script writing, biography and narrative Develops character, plot, setting, theme and conflict resolution Links ideas logically and makes appropriate language choices Write arguments, reports, advertisements and procedures Organise and link ideas in a logical way to argue point of view to persuade the reader Willing to rework, revise by rearranging, expanding, adding, deleting Uses a variety of sentence forms with effect Uses a multi-strategy approach to spelling Effectively spells words with uncommon patterns, irregularity Has developed a spelling/punctuation conscience Has developed and demonstrates ‘writer’s voice’ Speaking Extends participation of others in a groups through elaboration, illustration, encouragement, questioning Reflects, evaluates, summarises conclusions reached in group discussion Uses logic, argument, appeals to feelings of others to persuade Sustains coherent argument in formal debate Employs effective listening/questioning in interviews Can generalise, hypothesis, infer coherently about abstract ideas Uses a range of techniques when reciting, storytelling, presenting appropriate to genre and audience Present a personally prepared speech Use technology appropriately Presenting Justifies use of font, colour, symbolism, composition and layout when presenting Chooses appropriate format for any media Plans, storyboards, produces films using a variety of film techniques e.g. shot, angle, composition Uses body language to communicate meaning