At Guardian Angels we have developed our own English planning using the topics from Cornerstones as a stimulus. Please click on the links below for more information of some of the units, texts and grammar content taught in each year group.
Through the study of English, we enable our pupils to discover the multi-faceted beauty of communication, understanding, and exploration of relationships with
themselves, each other, and the mysterious nature of God’s world; to recognise that language plays a fundamental role in the growth of our identity and self-image, leading to human flourishing which transcends limitations and barriers. Exposure to a rich variety of literature and the development of high-level literacy skills gives them the tools to participate as a global citizen
Reading Subject Handbook including Intent, Implementation and Impact Statement
Reading Curriculum Map and Rationale
Writing Subject Handbook including Intent, Implementation and Impact Statement
Writing Curriculum Map and Rationale
Spoken Language Progression Document
Spoken Language Curriculum Map and Rationale
In Reading, by the end of EYFS children will:
Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary. They will anticipate – where appropriate – key events in stories and will use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play. Children will say a sound for each letter in the alphabet and will know at least 10 digraphs. They will read words consistent with their phonic knowledge by sound-blending. Children will read aloud simple sentences and books that are also consistent with their phonic knowledge, including some common exception words.
In Writing, by the end of EYFS children will:
Be able to write recognisable letters, most of which are correctly formed. They will be able to spell words by identifying sounds in them and representing the sounds with a letter or letters. It is expected that they will also write simple phrases and sentences that can be read by others. Children will show good control and co-ordination in their small movements. They will handle equipment and tools effectively, including pencils for writing.
In Reading, by the end of Key Stage 1 children will:
Be able to read accurately and with increased fluency. Children will read without overt sounding and blending and will read most common exception words. Children will be able to answer questions and be able summarise events from a text. Children will also make some inferences based on what is said and done.
In Writing, by the end of Key Stage 1 children will:
Be able to write narratives, both real and fictional. Children will write using past and present tense mostly correctly and consistently. Children will demarcate sentences using capital letters, full stops and question marks most accurately. Children will spell most common exception words correctly. Handwriting will show consistency in letter sizing.
In Reading, by the end of Key Stage 2 children will:
Be able to read age-appropriate texts with confidence and fluency. They will draw inferences about characters’ feelings, thoughts and motives. They will be able to make plausible predictions and summaries. Children will be able to comment upon a writer’s choice of language and explain the effect of vocabulary on the reader. They will make reasoned justifications for their views using the text to support their opinions.
Any child working below their age-related expectation, will receive tailored intervention. This will support all children to build the skills and knowledge needed to bridge the gap between themselves and their peers enabling them to reach their full potential.
In Writing, by the end of Key Stage 2 children will:
Be able to write for a range of purposes and audiences showing increasing manipulation of sentence structures. Children will be able to use a range of devices to build cohesion within and across paragraphs. They will select and use grammatical structures that reflect what the writing requires. They will use a range of punctuation and maintain tense throughout a piece of writing. Children will spell most words correctly or will be able to use resources quickly and efficiently in order to support spelling. Handwriting will be consistently joined in line with the school policy.
Any child working below their age-related expectation will receive a tailored curriculum with personalised objectives taken from the Curriculum Assessment Toolkit. This will enable all children to build the skills and knowledge needed to bridge the gap between themselves and their peers enabling them to reach their full potential.
Accelerated Reader (AR) is a computer program that helps teachers to manage and monitor children’s independent reading practice. Your child picks a book at their own level and reads it at their own pace. When finished, your child takes a short quiz on the computer - passing the quiz is an indication that your child has understood what has been read.
Click on the links below to find out more information about Accelerated Reader:
Accelerated Reader Parent Guide
Recommended Reading lists
Our recommended reading lists contain 40 age-appropriate books for children in each year group. We have taken the time to carefully choose books that will hopefully capture your children's imagination and develop a rich vocabulary. The lists contain colour-bands and a description of the books so that the children are able to 'cherry-pick' their favourites according to their book-band level and their personal interests.