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Lilleshall Primary School

Working Together for Excellence and Enjoyment

English

At Lilleshall Primary School, we believe that Literacy and communication are key life skills and that through the English curriculum, using cross-curricular links where appropriate, we should help children to develop the skills, knowledge and thinking skills that will enable them to communicate effectively and creatively with the world at large

 

Reading

This is probably one of the most important skills that a child will learn. It is not only a source of pleasure in itself, but also a primary means of obtaining information. Parents are encouraged to help their children by listening to them read and discussing the texts that are read. All pupils engaged in Guided Reading sessions which exposes them to more challenging reading material in order for them to progress with fluency, comprehension and independent reading skills. Our children are given opportunities during the school day for quiet reading and to listen to others read e.g. paired reading or reading from adults. Children are also encouraged to take books home.  Lilleshall Primary School reading is taught through a systematic synthetic phonics approach based on letters and sounds.  At Key Stage 1 we use a range of reading schemes to meet the needs of our pupils and provide engaging texts to develop a love of learning.  These include Big Cats by Collins, Bug Club by Pearsons, BBC Active, Oxford Reading Tree and Rigby Star. 

 

Writing

Writing is an essential means of communication, used by children as a way of clarifying their thoughts and as a method of recording their opinions and ideas. Various types of writing are introduced to the children, enabling them to select the most appropriate for the task in hand. We also stress the importance of good spelling, sound grammatical structure, neat handwriting and quality presentation, and all children follow the school policy in these areas. We encourage children to be confident in all genres of writing and to produce work that is engaging for their target audience. We make use of the Primary National Strategy to teach the skills of reading and writing.

 

Phonics

We use the Letters and Sounds programme which is a systematic approach to phonics, covering the teaching of reading, writing, spelling words. Letters and Sounds is taught throughout Key Stage One and also in Key Stage Two where targeted intervention for phonics is needed.

 

Speaking and Listening Skills

Speaking and Listening is at the heart of our learning approach at Lilleshall School. Children are encouraged to speak with confidence and in a wide range of contexts, adapting their speech as appropriate. Talking enables children to clarify their understanding. Listening skills are equally vital allowing children to understand and respond appropriately to others, identifying key features of language used for a specific purpose e.g. to persuade, to instruct etc.

Yr One/Two

Year A

Year B

Term 1

 

Term 2 

Term 3

 

Term 1

Term 2

Term 3

 

Stories with familiar settings

 

Traditional and Fairy Tales

 

 

Instructions

 

 

 

 

 

Poetry / Nursery Rhymes

 

Recoun

Traditional and Fairy Tales

 

Classics / Significant authors

 

 

Information texts - Y1

Explanations –  Y2

 

 

Poems on a theme

 

 

Recount / Dictionary

Stories with familiar settings

 

Stories with predictable and patterned language

 

Information texts  - Y1

Non -Chronological Reports - Y2

 

Poetry, pattern and rhyme

 

Recount

 

Stories with familiar settings

 

Traditional and Fairy Tales

 

 

Instructions

 

 

 

 

 

Poetry / Nursery Rhymes

 

Recount

Traditional and Fairy Tales

 

Different stories by the same author

 

 

Information texts - Y1

Explanations –  Y2

 

 

Poems on a theme

 

 

Recount / Dictionary

Stories with familiar settings

 

Stories from a range of cultures

 

 

Information texts  - Y1

Non -Chronological Reports - Y2

 

Poetry, pattern and rhyme

 

Recount

Writing

 

Statutory Requirements 

 

Statutory Requirements Year 1

Pupils should be taught to:

  • write sentences by:
  • saying out loud what they are going to write about
  • composing a sentence orally before writing it
  • sequencing sentences to form short narratives
  • re-reading what they have written to check that it makes sense
  • discuss what they have written with the teacher or other pupils
  • read aloud their writing clearly enough to be heard by their peers and the teacher.

 

Statutory Requirements Year 2

Pupils should be taught to:

develop positive attitudes towards and stamina for writing by:

  • writing narratives about personal experiences and those of others (real and fictional)
  • writing about real events
  • writing poetry
  • writing for different purposes

consider what they are going to write before beginning by:

  • planning or saying out loud what they are going to write about
  • writing down ideas and/or key words, including new vocabulary
  • encapsulating what they want to say, sentence by sentence

make simple additions, revisions and corrections to their own writing by:

  • evaluating their writing with the teacher and other pupils
  • re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form
  • proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly]
  • read aloud what they have written with appropriate intonation to make the meaning clear. 

 

Yr 3 and 4

Year A

Year B

Term 1

 

Term 2 

Term 3

 

Term 1

Term 2

Term 3

 

Units

-Stories which raise issues and dilemmas

-Language Play

-Legends

-Plays

Units

-Stories from other cultures

-Information texts

-Persuasive texts

-Drama

-Poetry creating images

Units

-Classic stories

-Stories set in imaginary worlds

-Poems to perform

Units

-Traditional tales with a modern twist

-Shape poetry and cailligrams

-Explanation texts

-Authors and letters

 

Units

-Recounts:

Newspapers/

Magazines

-Media studies/Film reviews

-Drama

-Poetry exploring form

Units

-Information texts

-Poetry exploring form

-Stories with familiar settings

 

Writing

 

 

Statutory requirements

Pupils should be taught to:

  • plan their writing by:
  • discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
  • discussing and recording ideas
  • draft and write by:
  • composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2)
  • organising paragraphs around a theme in narratives, creating settings, characters and plot
  • in non-narrative material, using simple organisational devices [for example, headings and sub-headings]
  • evaluate and edit by:
  • assessing the effectiveness of their own and others’ writing and suggesting improvements
  • proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences
  • proof-read for spelling and punctuation errors
  • read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.

 

 

 

Yr 5 and 6

Year A

Year B

Term 1

 

Term 2 

Term 3

 

Term 1

Term 2

Term 3

 

Units

-Biography and Autobiography

-Finding a Voice

-Traditional Stories (myths)

 

Units

-Classic Narrative

-Journalistic Writing

-Power of Imagery

 

Units

-Persuasion

-Film Narrative

-Novels and Stories by Significant authors

 

Units

-Recounts

-Choral and Performance Poems

- Novels and Stories by Significant authors

 

Units

-Authors and Texts

-Formal and Impersonal Writing

-Shakespeare Unit (plays)

 

Units

- Narrative Poems

-Stories from Other Cultures

-Fiction Genres

 

Writing

 

Statutory requirements

Pupils should be taught to:

  • plan their writing by:
  • identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
  • noting and developing initial ideas, drawing on reading and research where necessary
  • in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed
  • draft and write by:
  • selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
  • in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action
  • précising longer passages
  • using a wide range of devices to build cohesion within and across paragraphs
  • using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]
  • evaluate and edit by:
  • assessing the effectiveness of their own and others’ writing
  • proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
  • ensuring the consistent and correct use of tense throughout a piece of writing
  • ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register
  • proof-read for spelling and punctuation errors
  • perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.
Spiritual, Moral, Social and Cultural Development
At Lilleshall Primary School we want all children to be encouraged to develop their Spiritual, Moral, Social and Cultural awareness through each Curriculum. For more information see the appropriate PDF document on the below page:
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