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English

ENGLISH AT ALWOODLEY PRIMARY SCHOOL

Please see activities and links below that can be used during the school closures to support your child's English learning.

Daily reading activities

Daily reading activities 1

Our English vision is to foster a love of language and literature through the use of quality texts and books; this inspires, excites and engages our children.

At Alwoodley Primary School, we aim to foster a love of language and reading and, therefore, attach great importance to enabling our children to become fluent readers. In Reception and Year One we follow the ‘Letters and Sounds’ phonics programme, supported by actions used in the ‘Jolly Phonics’ programme. This teaches children the sounds and tricky words needed to support them with their reading and writing. From Year Two this is then followed by ‘No Nonsense Spelling’ which teaches the children the basic skills needed to read and write words. Grammar and punctuation is taught both explicitly and implicitly within English lessons. In light of new changes to the National Curriculum, we have recently updated our grammar and punctuation policy to ensure that grammar skills are effectively embedded into the children’s everyday work.

 

Children will experience a wide range of authors and text types during their time at Alwoodley Primary School. In each year group, pupils will regularly hear books being read to them, in addition to reading for their own pleasure. We aim to instil a passion for reading throughout the school and hold regular events throughout the year to promote this. The children have access to a range of different reading books, predominantly those within the Oxford Reading scheme. These include Big Cat Phonics books, Songbirds and Project X. By providing the children with a range of books it ensures that they not only suit their ability but also allow them to experience a range of writing styles and text types. 

 

 

Children are encouraged to use their knowledge of texts to write for a variety of purposes such as: explanations, instructions, reports, balanced arguments, stories and poems. They learn to plan, draft, revise, edit and present their work, before evaluating the success of their writing. From Nursery, our children are taught letter formation using the Irlens handwriting scheme. As they progress through school, the children are encouraged to write in a neat, legible style using a cursive script.

 

 

Drama and speaking and listening are an integral part of not only English but also the wider curriculum in order to encourage self-confidence, imagination and empathy. It is used to stimulate, explore and challenge ideas. Communication is a key feature of many aspects of our curriculum.

 

Long term plan 2019-2020

SMSC in English

National Curriculum English Overview

Information about the Leeds Book Hunt

World Book Day 2020

 

We invited our parents and carers in to a 'Big Read' in the morning, we loved sharing stories together.

We invited our parents and carers in to a 'Big Read' in the morning, we loved sharing stories together. 1
We invited our parents and carers in to a 'Big Read' in the morning, we loved sharing stories together. 2
We invited our parents and carers in to a 'Big Read' in the morning, we loved sharing stories together. 3
We invited our parents and carers in to a 'Big Read' in the morning, we loved sharing stories together. 4
We invited our parents and carers in to a 'Big Read' in the morning, we loved sharing stories together. 5
We invited our parents and carers in to a 'Big Read' in the morning, we loved sharing stories together. 6
We invited our parents and carers in to a 'Big Read' in the morning, we loved sharing stories together. 7
We invited our parents and carers in to a 'Big Read' in the morning, we loved sharing stories together. 8
We invited our parents and carers in to a 'Big Read' in the morning, we loved sharing stories together. 9

We brought in clues about our favourite books, can you guess what they are?

We brought in clues about our favourite books, can you guess what they are? 1
We brought in clues about our favourite books, can you guess what they are? 2
We brought in clues about our favourite books, can you guess what they are? 3
We brought in clues about our favourite books, can you guess what they are? 4
We brought in clues about our favourite books, can you guess what they are? 5
We brought in clues about our favourite books, can you guess what they are? 6
We brought in clues about our favourite books, can you guess what they are? 7
We brought in clues about our favourite books, can you guess what they are? 8
We brought in clues about our favourite books, can you guess what they are? 9

Our teachers organised for a 'secret reader' to come into class and read to us.

Our teachers organised for a 'secret reader' to come into class and read to us. 1
Our teachers organised for a 'secret reader' to come into class and read to us. 2
Our teachers organised for a 'secret reader' to come into class and read to us. 3

Look at the fabulous learning we have been doing throughout school.

In Reception we have been reading the story 'Aliens Love Underpants'. We then made our own underpants which an alien stole! We decided to make posters so that everyone in school could look out for the cheeky alien.

In Reception we have been reading the story 'Aliens Love Underpants'. We then made our own underpants which an alien stole! We decided to make posters so that everyone in school could look out for the cheeky alien. 1
In Reception we have been reading the story 'Aliens Love Underpants'. We then made our own underpants which an alien stole! We decided to make posters so that everyone in school could look out for the cheeky alien. 2
In Reception we have been reading the story 'Aliens Love Underpants'. We then made our own underpants which an alien stole! We decided to make posters so that everyone in school could look out for the cheeky alien. 3
In Reception we have been reading the story 'Aliens Love Underpants'. We then made our own underpants which an alien stole! We decided to make posters so that everyone in school could look out for the cheeky alien. 4
In Reception we have been reading the story 'Aliens Love Underpants'. We then made our own underpants which an alien stole! We decided to make posters so that everyone in school could look out for the cheeky alien. 5
In Reception we have been reading the story 'Aliens Love Underpants'. We then made our own underpants which an alien stole! We decided to make posters so that everyone in school could look out for the cheeky alien. 6

In Year 1 we use lots of role play and Talk for Writing to help us with our reading and writing. We work as a group to rehearse a story and develop our speaking and listening skills.

In Year 1 we use lots of role play and Talk for Writing to help us with our reading and writing. We work as a group to rehearse a story and develop our speaking and listening skills. 1
In Year 1 we use lots of role play and Talk for Writing to help us with our reading and writing. We work as a group to rehearse a story and develop our speaking and listening skills. 2
In Year 1 we use lots of role play and Talk for Writing to help us with our reading and writing. We work as a group to rehearse a story and develop our speaking and listening skills. 3
In Year 1 we use lots of role play and Talk for Writing to help us with our reading and writing. We work as a group to rehearse a story and develop our speaking and listening skills. 4
In Year 1 we use lots of role play and Talk for Writing to help us with our reading and writing. We work as a group to rehearse a story and develop our speaking and listening skills. 5
In Year 1 we use lots of role play and Talk for Writing to help us with our reading and writing. We work as a group to rehearse a story and develop our speaking and listening skills. 6

In Year 2 we have been using drama to link our Grace Darling history topic with our English learning. We have also enjoyed creating circle maps about our significant author, Anthony Browne.

In Year 2 we have been using drama to link our Grace Darling history topic with our English learning. We have also enjoyed creating circle maps about our significant author, Anthony Browne. 1
In Year 2 we have been using drama to link our Grace Darling history topic with our English learning. We have also enjoyed creating circle maps about our significant author, Anthony Browne. 2
In Year 2 we have been using drama to link our Grace Darling history topic with our English learning. We have also enjoyed creating circle maps about our significant author, Anthony Browne. 3
In Year 2 we have been using drama to link our Grace Darling history topic with our English learning. We have also enjoyed creating circle maps about our significant author, Anthony Browne. 4
In Year 2 we have been using drama to link our Grace Darling history topic with our English learning. We have also enjoyed creating circle maps about our significant author, Anthony Browne. 5
In Year 2 we have been using drama to link our Grace Darling history topic with our English learning. We have also enjoyed creating circle maps about our significant author, Anthony Browne. 6
In Year 2 we have been using drama to link our Grace Darling history topic with our English learning. We have also enjoyed creating circle maps about our significant author, Anthony Browne. 7
In Year 2 we have been using drama to link our Grace Darling history topic with our English learning. We have also enjoyed creating circle maps about our significant author, Anthony Browne. 8

In Year 3 we have used the Literacy Shed clip 'The Lone Robot' to create our own story maps about a robot.

In Year 3 we have used the Literacy Shed clip 'The Lone Robot' to create our own story maps about a robot. 1
In Year 3 we have used the Literacy Shed clip 'The Lone Robot' to create our own story maps about a robot. 2
In Year 3 we have used the Literacy Shed clip 'The Lone Robot' to create our own story maps about a robot. 3
In Year 3 we have used the Literacy Shed clip 'The Lone Robot' to create our own story maps about a robot. 4

In Year 4 we have been enjoying reading the story 'The Firework-maker's Daughter' by Philip Pullman. We have created art from the language of the text and taken part in drama activities.

In Year 4 we have been enjoying reading the story 'The Firework-maker's Daughter' by Philip Pullman. We have created art from the language of the text and taken part in drama activities. 1
In Year 4 we have been enjoying reading the story 'The Firework-maker's Daughter' by Philip Pullman. We have created art from the language of the text and taken part in drama activities. 2
In Year 4 we have been enjoying reading the story 'The Firework-maker's Daughter' by Philip Pullman. We have created art from the language of the text and taken part in drama activities. 3
In Year 4 we have been enjoying reading the story 'The Firework-maker's Daughter' by Philip Pullman. We have created art from the language of the text and taken part in drama activities. 4

In Year 5 we have have been making posters about the Demon Headmaster, doing roleplay about the Highwayman poem and enjoying a book cafe!

In Year 5 we have have been making posters about the Demon Headmaster, doing roleplay about the Highwayman poem and enjoying a book cafe! 1
In Year 5 we have have been making posters about the Demon Headmaster, doing roleplay about the Highwayman poem and enjoying a book cafe! 2
In Year 5 we have have been making posters about the Demon Headmaster, doing roleplay about the Highwayman poem and enjoying a book cafe! 3
In Year 5 we have have been making posters about the Demon Headmaster, doing roleplay about the Highwayman poem and enjoying a book cafe! 4
In Year 5 we have have been making posters about the Demon Headmaster, doing roleplay about the Highwayman poem and enjoying a book cafe! 5
In Year 5 we have have been making posters about the Demon Headmaster, doing roleplay about the Highwayman poem and enjoying a book cafe! 6
In Year 5 we have have been making posters about the Demon Headmaster, doing roleplay about the Highwayman poem and enjoying a book cafe! 7
In Year 5 we have have been making posters about the Demon Headmaster, doing roleplay about the Highwayman poem and enjoying a book cafe! 8
In Year 5 we have have been making posters about the Demon Headmaster, doing roleplay about the Highwayman poem and enjoying a book cafe! 9

In Year 6 we have have enjoyed reading the poem 'Jabberwocky' have had done some performance poetry around it and create an alternative version. We loved our novel 'Letters from the Lighthouse' and made emotions graphs for the characters. We have also been exploring sentence structures and learning how to manipulate them.

In Year 6 we have have enjoyed reading the poem 'Jabberwocky' have had done some performance poetry around it and create an alternative version. We loved our novel 'Letters from the Lighthouse' and made emotions graphs for the characters. We have also been exploring sentence structures and learning how to manipulate them. 1
In Year 6 we have have enjoyed reading the poem 'Jabberwocky' have had done some performance poetry around it and create an alternative version. We loved our novel 'Letters from the Lighthouse' and made emotions graphs for the characters. We have also been exploring sentence structures and learning how to manipulate them. 2
In Year 6 we have have enjoyed reading the poem 'Jabberwocky' have had done some performance poetry around it and create an alternative version. We loved our novel 'Letters from the Lighthouse' and made emotions graphs for the characters. We have also been exploring sentence structures and learning how to manipulate them. 3
In Year 6 we have have enjoyed reading the poem 'Jabberwocky' have had done some performance poetry around it and create an alternative version. We loved our novel 'Letters from the Lighthouse' and made emotions graphs for the characters. We have also been exploring sentence structures and learning how to manipulate them. 4
In Year 6 we have have enjoyed reading the poem 'Jabberwocky' have had done some performance poetry around it and create an alternative version. We loved our novel 'Letters from the Lighthouse' and made emotions graphs for the characters. We have also been exploring sentence structures and learning how to manipulate them. 5
In Year 6 we have have enjoyed reading the poem 'Jabberwocky' have had done some performance poetry around it and create an alternative version. We loved our novel 'Letters from the Lighthouse' and made emotions graphs for the characters. We have also been exploring sentence structures and learning how to manipulate them. 6
In Year 6 we have have enjoyed reading the poem 'Jabberwocky' have had done some performance poetry around it and create an alternative version. We loved our novel 'Letters from the Lighthouse' and made emotions graphs for the characters. We have also been exploring sentence structures and learning how to manipulate them. 7
In Year 6 we have have enjoyed reading the poem 'Jabberwocky' have had done some performance poetry around it and create an alternative version. We loved our novel 'Letters from the Lighthouse' and made emotions graphs for the characters. We have also been exploring sentence structures and learning how to manipulate them. 8
In Year 6 we have have enjoyed reading the poem 'Jabberwocky' have had done some performance poetry around it and create an alternative version. We loved our novel 'Letters from the Lighthouse' and made emotions graphs for the characters. We have also been exploring sentence structures and learning how to manipulate them. 9

Visitors and events

An inspirational visit from illustrator, Chris Mould

Stunning examples of written work around school

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Reading Survey Monkey

Can you fill in this survey monkey to let you know how you feel about reading?

If you have any questions regarding the curriculum we teach please contact the school directly.
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