Primary Intent
At Ark Globe, we are dedicated to ensuring all children are passionate about reading and writing. We map out immersive learning journeys for students that are underpinned by a high-quality key text/s. Learning journeys are carefully planned out to ensure multiple opportunities for students to develop a love for learning, passion for discovery and a confidence to explore their imagination. We are determined that all children will become highly competent readers and writers and academically prepared for life beyond primary school and throughout their educational journey. The curriculum is mapped out to ensure a range of coverage of purpose focussed writing and genres thus developing children to be able to effectively speak and write fluently so that they can communicate their ideas and emotions to others, and through their reading and listening, others can communicate with them.
Writing
Throughout the curriculum, children are taught to write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences.
The teaching of writing develops students’ competence in the two dimensions of:
- transcription (spelling and handwriting)
- composition (articulating ideas and structuring them in speech and writing).
Writing down ideas fluently depends on effective transcription: that is, on spelling quickly and accurately through knowing the relationship between sounds and letters (phonics) and understanding the morphology (word structure) and orthography (spelling structure) of words. Writing also depends on fluent, legible and, eventually, speedy handwriting.
Effective composition involves forming, articulating and communicating ideas, and then organising them coherently for a reader. This requires clarity, awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar.
Writing lessons are connected to reading sessions and based upon core texts. As books are linked to the humanities, students learn factual knowledge alongside the text and acquire a bank of factual information to write about.
Teaching enables children to imitate the language they need for a particular topic orally, before reading and analysing it, and then writing their own version. Children internalise the language structures needed to write through ‘talking the text’ as well as close reading. The approach moves from dependence towards independence with the teacher using shared and guided teaching to develop the ability in children to write creatively and powerfully. The movement from imitation to innovation to independent application is adapted to suit the needs of learners of any stage.
Grammar
Grammar is embedded within writing sessions to make students aware of key grammatical principles and their effects, to increase the range of choices open to them when they write. The curriculum draws attention to the grammar of writing in an embedded and purposeful way, at relevant points in the learning. In this way, young writers are introduced to ‘a repertoire of infinite possibilities’, explicitly showing them how different ways of shaping sentences or texts, and how different choices of words, can generate different possibilities for meaning making.
Reading
Our reading curriculum has been designed and is taught so that all students are exposed to a staircase of increasingly complex, rich and challenging texts; there is no ceiling on what struggling readers can achieve.
All students develop their fluency, reading age appropriate texts (that they can understand 98% of independently). However, if we restrict texts to only those that students will understand, we deny them the opportunity to learn new words and move up the staircase of complexity.
Our reading curriculum will not place a ceiling on what lower attaining readers can achieve; it exists to provide access to challenging texts for all, narrowing the gap between the advantaged and the disadvantaged.
Secondary & Sixth Form Intent
Our English curriculum prepares our students for university and to be leaders in their community by:
- Empowering them to be able to communicate their viewpoints effectively.
- Reading challenging texts that help them read and critique the world around them.
- Inspiring them to write creatively and speak confidently.
So that students can understand, analyse and challenge the world around them.
Reception
Autumn 1 | Autumn 2 |
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Goldilocks and the Three Bears, Five Minutes Peace, Elmer | Room on the Broom, We're Going on a Bear Hunt, Little Red Riding Hood |
Spring 1 | Spring 2 |
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What the Ladybird Heard, The Rainbow Fish, Monkey Puzzle | Whatever Next, How to Catch a Star, Aliens Love Underpants |
Summer 1 | Summer 2 |
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Jasper's Beanstalk, The Very Hungry Caterpillar, Oliver's +[@[Summer 2 topics]] Vegetables | Supertato, Super Daisy, Superworm |
Year 1
Autumn 1 | Autumn 2 |
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The Three Little Pigs, Beegu | Traction Man, Dogger |
Spring 1 | Spring 2 |
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Naughty Bus, Mrs Armitage on Wheels | The Way Back Home, Amelia Earhart |
Summer 1 | Summer 2 |
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The Proudest Blue, The Queen's Handbag | The Enormous Turnip, The Lighthouse Keeper's Tea |
Year 2
Autumn 1 | Autumn 2 |
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Illustrated Tales of King Arthur | The Great Fire of London |
Spring 1 | Spring 2 |
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Just So Stories | The Last Wolf, The Last Tree in the City |
Summer 1 | Summer 2 |
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Rosa Parks, Martin Luther King | The Akimbo Adventures |
Year 3
Autumn 1 | Autumn 2 |
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The BFG | Cloud Busting |
Spring 1 | Spring 2 |
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The Queen's Nose | Brother's Grimm Fairy Tales, Fearless Fairy Tales |
Summer 1 | Summer 2 |
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The Wild Robot | The Adventures of Odysseus |
Year 4
Autumn 1 | Autumn 2 |
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Charlotte's Web | Varjak Paw |
Spring 1 | Spring 2 |
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The Explorer | The Explorer |
Summer 1 | Summer 2 |
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The Boy at the Back of the Class | Race to the Frozen North |
Year 5
Autumn 1 | Autumn 2 |
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Beowulf | Riddle of the Runes |
Spring 1 | Spring 2 |
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The Girl who Stole an Elephant | The Girl who Stole and Elephant |
Summer 1 | Summer 2 |
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The Closest Thing | Cogheart |
Year 6
Autumn 1 | Autumn 2 |
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Skellig | Wonder |
Spring 1 | Spring 2 |
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The Boy in the Striped Pyjamas | The Boy in the Striped Pyjamas |
Summer 1 | Summer 2 |
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The Hobbit | Young Gifted and Black |
Year 7
Autumn 1 | Autumn 2 |
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Literature – 19th Century: Oliver Twist | Literature – 19th Century: Oliver Twist |
Spring 1 | Spring 2 |
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Literature – Shakespeare: A Midsummer Night’s Dream | Literature – Shakespeare: A Midsummer Night’s Dream |
Summer 1 | Summer 2 |
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Literature: Poetry |
Modern Literature Traditional Pathway: The Daydreamer Foundation: Danny Champion of the World |
Year 8
Autumn 1 | Autumn 2 |
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Literature – 19th Century: Sherlock Holmes | Literature – 19th Century: Sherlock Holmes |
Spring 1 | Spring 2 |
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Literature – Shakespeare: The Tempest | Literature – Shakespeare: The Tempest |
Summer 1 | Summer 2 |
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Literature – Modern Text: Animal Farm | Literature – Modern Text: Animal Farm |
Year 9
Autumn 1 | Autumn 2 |
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Literature – 19th Century: Jane Eyre |
Literature – 19th Century: Jane Eyre |
Spring 1 | Spring 2 |
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Literature – Modern Drama: Small Island | Literature – Modern Drama: Small Island |
Summer 1 | Summer 2 |
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Literature - Poetry | Literature - Poetry |
Year 10
Autumn 1 | Autumn 2 |
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Literature: An Inspector Calls Language: Opinion Writing |
Literature: An Inspector Calls Language Paper 2 Section A |
Spring 1 | Spring 2 |
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Literature: Macbeth Language: Creative Writing |
Literature: Macbeth Language Paper 1: Section A |
Summer 1 | Summer 2 |
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Literature: Power and Conflict Poetry Revision of all Literature and Language so far |
Literature: Power and Conflict Poetry Revision of all Literature and Language so far |
Year 11
Autumn 1 | Autumn 2 |
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Literature: Jekyll and Hyde | Literature: Jekyll and Hyde |
Spring 1 | Spring 2 |
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Revision of all literature and language topics | Revision of all literature and language topics |
Summer 1 | Summer 2 |
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Revision of all literature and language topics | Revision of all literature and language topics |
Year 11 to 12 Transition Pack
Year 12
Autumn 1 | Autumn 2 |
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Literature Paper 1: Othello Literature Paper 2: Handmaid’s Tale |
Literature Paper 1: Othello Literature Paper 2: Handmaid’s Tale |
Spring 1 | Spring 2 |
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Literature Paper 1: Streetcar Literature Paper 2: Frankenstein |
Literature Paper 1: Streetcar Literature Paper 2: Frankenstein |
Summer 1 | Summer 2 |
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Revision of Literature Paper 1 and Literature Paper 2 | Revision of Literature Paper 1 and Literature Paper 2 |
Year 13
Autumn 1 | Autumn 2 |
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Literature Paper 3: Romantic Poetry and Poems of the Decade | Literature Paper 3: Romantic Poetry and Poems of the Decade |
Spring 1 | Spring 2 |
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Revision of Literature Papers 1-3 | Revision of Literature Papers 1-3 |
Summer 1 | Summer 2 |
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Revision of Literature Papers 1-3 | Revision of Literature Papers 1-3 |