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St Pancras Catholic Primary

St Pancras
Catholic Primary School

English

English at St Pancras allows all children to become effective communicators and we recognise that speaking, listening and reading is of as equal importance as writing. We strive to teach the children to speak and write fluently so they can communicate their ideas creatively to others and through reading and listening, others can communicate with them.

Through our English curriculum we are exposing the children to more sophisticated vocabulary through high quality texts which gives the children opportunities to think and to develop their language and ideas creatively. We want the children to develop a positive attitude and a love of reading so they read for pleasure, as well as read with confidence, fluency and understanding. Through the use of high quality texts we want the children to learn about their writing from their reading and be able to write imaginatively and with purpose. Immersing the children in a text will allow them to verbalise ideas and become more inventive with the range of writing opportunities. English is cross-curricular so is essential in all areas of the curriculum.

Curriculum overview

 

English at St Pancras 

Intent:

At St Pancras, our English curriculum is driven by the use of high quality literature that is often linked to our topics in History, Geography or Science. Our key text is supplemented by additional high quality texts that the children have access to in our reading areas. We ensure that the children are able to study a range of text types throughout the year and that these are revisited. By immersing the children in quality texts, they are able to explore the sophisticated vocabulary used and produce their own pieces of quality writing. We ensure the children are taught specific SPaG (spelling, punctuation and grammar) skills that are required for the text type studied.

We aim to develop the children’s speaking and listening skills through a wide range of teaching strategies and actively encourage the use of explicitly taught vocabulary to aid their communication, both spoken and written.

We are passionate about children becoming life-long readers and strive to develop a love of reading by sharing books daily with the children. We have devised our Core Literature Spine to ensure there is breadth and range as well as ensuring that it is diverse and inclusive. The children are taught specific reading skills in their reading lessons to enable them to access texts across the whole curriculum and further enhance their love of reading.

 

Implementation:

Using the high quality text as the basis of our English curriculum, we make sure that we promote the use of sophisticated vocabulary used within the texts, displaying it in the classroom and encourage its use both verbally and in written form. Modelling and studying the use of high quality vocabulary  enables the children to become better readers and writers. Displaying and reading other quality books linked to the original text will also support this.

Our writing curriculum has been carefully planned to ensure each text type is revisited throughout the year therefore giving the children many opportunities to reinforce and further develop what has been previously taught. Re-visiting the text types also enables the children to consolidate the relevant SPaG skills taught. We use quality model examples to support their editing skills and improve their written work.

Our reading lessons focus on a particular reading skill. For the early reading lessons, we focus on decoding, prosody and comprehension ensuring a range of questions are being asked. As the children progress through the school, we ensure that the children are taught a specific reading skill – retrieval, inference, summarising, language, predicting, authorial intent, and again use a range of questions to enable the skills to be practised and embedded. Reading is cross-curricular so we give the children plenty of opportunities in other areas of the curriculum to practise their reading skills.

To further develop the children’s speaking and listening skills, they take part in a range of activities. These include performances, class and whole school masses, liturgies, assemblies, Mini Vinnies, fundraising council, road safety council, anti-bullying ambassadors. The activities are planned and delivered by the children, supported by staff, which develops both their collaborative skills and their speaking and listening skills.

 

Impact:

The children will make good progress from their starting points, as well as the number who leave achieving at least expected standard. They will have the knowledge and skills to write for a range of purposes and audience and that these skills can be transferred to any piece of writing in any subject. The children enjoy writing and can respond to feedback from both peers and teachers. Every half term, teachers will assess at least one piece of writing against the National Curriculum expected standards and use this to inform progress, plan future lessons and interventions.

Children will read a wide range of books and extracts and develop a love of reading. They will enjoy listening to adults read and success in reading will be celebrated each week in the celebration assembly and in the newsletter. Impact on reading can be measured by children accessing Accelerated Reader to complete quizzes on a reading book and through Y2-6 Reading Assessment data from PiXL. Reading speed tests from PiXL are also used to monitor and inform interventions for children.

The English Subject Lead will monitor the children’s work and the quality of teaching in English. This will ensure that there is consistency across the school and that improvements are made. This will also inform any CPD that is needed.

Core Literature Spine
 

As a school, we have devised our own Core Literature Spine using the CLPE core books list as a basis. We have carefully selected a range of books, chosen not only because they are quality books, poems and extracts but because they also promote cultural capital, diversity, inclusivity and develop the children’s knowledge of the world. We have ensured that there is a strong female voice present and that a range of heritage texts are also read.

We want reading to become part of the children’s daily lives and strive to develop a love of reading in them by offering high quality books at every opportunity. This list is not meant to be exhaustive, in fact, it is a starting point. But this is our promise to the children of St Pancras, that these are just some of the books that will be studied in their English lessons, read for pleasure and re-read to them throughout their years here with us.

Core Literature Spine

 

Contemporary

Heritage

World

Builds cultural capital

Diverse/inclusive

representation

Female voice

Poetry

Non-narrative

High quality extracts

EYFS/
Rainbows

The Everywhere Bear -  Julia Donaldson

When I was a child - Andy Stanton

A story about Afiya - James Berry

Lighting a lamp

The leopard’s drum - Jessica Souhami 

Splash, Anna Hibiscus - Atinuke

A great big cuddle – Michael Rosen

The world around me - Charlotte Guillain

 

Y1

The snail and the whale – Julia Donaldson,

Traction Man – Mini Grey

Peter Rabbit - Beatrix Potter

Here we are – Oliver Jeffers,

Dear Greenpeace – Simon James

 

The secret sky garden – Linda Sarah and Fiona Lumbers

I am whole – Shola Oz

Through the eyes of me – Jon Roberts

Beegu – Alexis Deacon

An engineer like me - Dr Shini Somara

Out and About – Shirley Hughes

 

The Puffin Book of First Poems edited by June Crebbin

One day on our blue planet - Ella Bailey

 

Y2

Man on the Moon- Simon Bartram

 

Diary of a killer cat- Anne Fine

 

The Boy who grew dragons- Andy Shepherd

Where the wild things are- Maurice Sendak

 

The Hodgeheg- Dick King Smith

 

The Enchanted Wood- Enid Blyton

 

Ten things I can do to help my World- Melanie Walsh

 

 

My green day- 10 things I can do today- Melanie Walsh

 

Anna Hibiscus- Atinuke    

 

Pattan’s pumpkin- Chitra Soundar

 

The Christmasaurus- Tom Fletcher

Grace and family- Mary Hoffman/Caroline Binch

 

Jamela’s dress- Niki Daly

Poems to Perform- Julia Donaldson

The emperor’s egg- Martin Jenkins    

 

A planet full of plastic- Neal Layton

 

Treasures (poetry)- Clare Bevan

Y3

Leon and the place between by Angela McAllister

Iron man by Ted Hughes

This Is Our World: From Alaska to the Amazon by Tracey Turner

Same, Same but Different by Jenny Sue Kostecki-Shaw

The color of home by Mary Hoffman

The great Kapok tree by Lynne Cherry

A river by Marc Martin

Malala's Magic Pencil by Malala Yousafzai

Hot like fire by Valerie Bloom

Greta Thunberg – Little people big dreams

THE VIKINGS Raiders, traders and adventurers by Marcia Williams

Duel of the Scrapbots (poem)

Y4

Belonging - Jeannie Baker

Beowulf:

Version:

 Michael Morpurgo

Aesop’s Fables

Michael Rosen

Charlotte’s Webb

E.B. White

Pippi Longstocking

Astrid Lindgren

The Vanishing Rainforest

AuthorRichard Platt

 

Varjak Paw

& additionally

The Outlaw Varjak Paw

SF Said

13 British Artists Children Should Know

Alison Baverstock

Little People Big Dreams

Mother Teresa

Isabel Sanchez Vegara

Singular poems in Haiku style:

J W Hackett

Takahama Kyoshi (1874-1959

Sugita Hisajo (1890-1946)

Cat Haiku

Deborah Coates

The Willow Pattern

Tony Mitton

Young Brother

Trevor Millum

10 things fund in a Wizard’s pocket

Ian McMillan

 

Poetry Pie - Roger McGough

 

One Plastic Bag

Miranda Paul

A Bear Called Paddington

Michael Bond

Tooth By Tooth: Comparing Fangs, Tusks and Chompers by Sara C Levine

Marie Curie: Twinkl

 

Y5

Cosmic by Frank Cotterll-Boyce

Good Night Mister Tom by Michelle Magorian

Wolf Brother by Micelle Paver

 

Mr William Shakespeare's plays by Marcia Williams

 

 

 

Speak up! by Adora Svitak

The Journey by Francesca Sanna

Who are refugees and migrants? What makes people leave their homes? and other big questions by Michael Rosen and Annemarie Young

Coming to England by Floella Benjamin

How to be extra-ordinary by Rashmi Sirdeshpande

The lost words by Robert Macfarlane and Jackie Morris

Shackelton's Journey by William Grill

 

Y6

Pig Heart Boy by Malorie Blackman 

The nowhere emporium - Ross Mackenzie

 

 

Collection of Shakespearean sonnets 

 

Good news - why the world is not as bad as you think Rashmi Sirdeshpande 

The arrival  - Shaun Tan

The London Eye Mystery by Siobhan Dowd

The Other side of Truth by Beverly Naidoo

Journey to the river sea - (POR) Eva Ibbotson

Dark sky park - poems from the edge of nature - Philip Gross

The History of everything in 32 pages - Anne Claybourne 

 

Big questions from little people...answered by some very big people - Gemma Elwin Harris 

 

Good news - why the world is not as bad as you think

Holes, Northern Lights

The Graveyard book

 Swallows and amazons

 oliver twist Treasure

island, Phoenix,

The Star spun web

 Orphans of the tide

Mortal engines, Who Let the God's out?

 The Goldfish boy