English Curriculum Intent
At Ark Victoria, we believe English is a core subject; the fundamental skills of oracy and literacy developed in English enable pupils to access the wider curriculum. Our English curriculum develops a child’s love of reading, writing and discussion. Pupils leave us as passionate readers and confident writers. They read widely and often and are, therefore, able to discuss different genres and authors. They can make links between different texts. They engage in debate and discussion. Using research, they can form opinions and articulate their ideas. At Ark Victoria, pupils are careful listeners and confident speakers. We recognise the importance of nurturing a culture where children take pride in their writing, can write clearly and accurately and adapt their language and style for a range of contexts.
Our English Six Pillars
At Ark Victoria we have 6 curriculum pillars
Resilient readers: Reading is the cornerstone of our curriculum and is arguably singular in its importance because of the extent to which other subjects rely upon it. Excellence in almost any academic subject requires strong reading. We therefore strive to develop resilient readers by giving pupils strategies and support as well as opportunities to read confidently and fluently. The result is that pupils are able to securely access the full curriculum and read at or above chronological reading age.
High quality teaching: High quality teaching in English. All teachers are experts in the modelling and teaching of English. Reading and writing skills are taught both explicitly and implicitly throughout pupils' educational journey. Teachers seek opportunities to link these English skills across the curriculum.
Knowledge rich curriculum: Knowledge rich curriculum our curriculum includes a broad range of carefully selected texts which enable in-depth exploration of concepts, themes and ideas. Texts are carefully selected for each year group to ensure appropriate content and challenge and an ambitious canon, overall. Our curriculum ensures expertise and technical accuracy in reading and writing are achieved through a progression model, building in complexity in grammar, punctuation and spelling so that our learners become fluent writers and critical readers.
High ambition: The English curriculum challenges pupils at every stage of their journey through school. Pupils develop worldly knowledge through their reading and effective and engaging communication skills in their writing. The skills and concepts studied will provide access to study and work at the highest level. Teachers work to ensure that the most ambitious targets in English can be met by all pupils by scaffolding learning and meeting pupils at their challenge point.
Diverse and inclusive: Our English curriculum supports pupils to recognise and shape their identity within the texts we study. It offers traditional and modern perspectives on British and world cultures. Exposing pupils to the diverse journeys and experiences within human history and our nature. We engage with pupils on subjects and through viewpoints that are new and familiar, supporting them to hear and define the voices of their generation and so many before. The emphasis on this being our curriculum can be seen in the ownership our students feel towards the subjects and topics we teach. The characters, plots and life lessons being a contribution to the young scholars they are and will become.
Strong Character: Our curriculum is a reflection of our pupils’ drive and resilience. It is a window into a myriad of culture’s which supports pupils to find their voice and identity, whilst also deepening their understanding of other people, history and cultures. We create a pathway for pupils to build a critical perspective and explore their role as a modern reader, whilst also challenging the stereotypes, prejudice and social norms that are instilled within the of world Literature. The curriculum is a springboard for discussion and supports pupils to negotiate their beliefs and role as a writer. It is there to support them through mirroring characters & themes that they can resonate with and write about. It will support pupils to instil characteristics needed to succeed in life through academia such as resilience, ambition and empathy to all people. It will support their voice and deepen their understanding of others and self.
Meet our Team
English Topic Map
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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EYFS |
Brown Bear, Brown Bear, What do you See? |
Dear Zoo – Rod Campbell | Goldilocks and the Three Bears | The Little Red Hen – Jonathan Allen | The Bad-Tempered Ladybird – Eric Carle | Commotion in the Ocean – Giles Andreae | ||||||
Reception |
The Very Hungry Caterpillar – Eric Carle | The Gingerbread Man | Jack and the Beanstalk | Little Rabbit Foo Foo – Michael Rosen | Elmer – David McKee | Dinosaur Bones – Bob Barner | ||||||
Y1 |
Owl Babies
Sentence structure and 3- part story |
The Lonely Beast – Chris Judge
5-part story, poetry, instructions. |
One Day on our Blue Planet: In the Rainforest – Ella Bailey
Instructions, fact-file |
The Day the Crayons Quit– Oliver Jeffers
Letter writing |
Usborne Illustrated Fairy Tales
Traditional tale |
Naughty Bus – Jan Oke
5-part story poetry |
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Y2 |
The Great Paper Caper – Oliver Jeffers
Sentence structure and recount |
The Snow Dragon – Abi Elphinstone
Poetry, 1st person recount |
Fantastic Mr Fox – Roald Dahl
Letter and non- chronological report |
The Smartest Giant in Town – Julia Donaldson
Character description and newspaper report. |
The Antlered Ship – Dashka Slater
Instruction text, 5-part story |
Peter Pan – J.M. Barrie
Moral story and poetry |
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Y3 |
Boom – Alan MacDonald
Sentence structure and 5- part story |
The Egyptian Cinderella – Shirley Climo
Instructions, short-story and explanation |
The Chronicles of Narnia. The Lion, The Witch and The Wardrobe – C.S. Lewis
Character description, newspaper report |
The Iron Man – Ted Hughes
Diary entry, apology letter |
Varjak Paw – S.F. Said
Poetry, story ending |
Into the Jungle: Stories for Mowgil – Katherine Rundell
Myth, non - chro report |
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Y4 |
Krindlekrax – Philip Ridley
Sentence structure and diary entry |
The Firework Maker’s Daughter – Phillip Pullman
Short story, explanation, poetry. |
Anglo- Saxon Boy – Tony Bradman
Adventure and non- chronological report |
Charlie and the Chocolate Factory – Roald Dahl
Persuasive letter and character description |
A Midsummer Night’s Dream
Story and biography |
Street Child – Berlie Doherty
Diary entry, non- chron |
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Y5 |
Holes - Louis Sachar
Sentence structure and diary entry |
Phoenix – S.F. Said
Character description, instructions and biography |
The Last Wild – Piers Torday
Adventure story, discussion text, poetry |
The Explorer – Katherine Rundell
Character description, Newpaper article |
The Elsewhere Emporium– Ross MacKenzie
Complaint letter and diary entry |
Alice’s Adventures in Wonderland – Lewis Carroll
Story (T&T) non chron report |
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Y6 |
Goodnight Mister Tom
Sentence structure and short story |
Once – Morris Gleitzman
Rose Blanche |
The Island at the End of Everything – K.M. Hargrave
Poetry, first chapter and discussion text |
The Goldfish Boy – Lisa Thompson
Persuasive writing, dual perspective |
Hansel and Gretel – Neil Gaiman
Lonely hearts ad and prologue |
The Boy at the Back of the Class – Onjali Q Rauf
Report, creative writing |
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Y7 |
English - Oliver Twist (19 Century Novel) | English - Oliver Twist (19 Century Novel) | English -A Midsummer Night’s Dream (Shakespeare Play) | English -A Midsummer Night’s Dream (Shakespeare Play) | English – Metaphorical Poetry | English – Metaphorical Poetry | ||||||
Y8 |
Sherlock Holmes (19 Century Novel) | Sherlock Holmes (19 Century Novel) | English – The Tempest (Shakespeare Play) | English – The Tempest (Shakespeare Play) | English – Animal Farm (20th Century Novel) | English – Animal Farm (20th Century Novel) | ||||||
Y9 |
Jane Eyre (19th Century Novel) | Jane Eyre (19th Century Novel) | English – Small Island (Modern play) | English – Small Island (Modern play) | English – Poetry Comparison - Journey Poetry | English – Poetry Comparison - Journey Poetry | ||||||
Y10 |
An Inspector Calls (Modern Drama)
Unseen fiction analysis and writing |
An Inspector Calls (Modern Drama)
Unseen fiction analysis and writing |
Macbeth (Shakespeare Play)
Unseen non-fiction analysis and writing |
Macbeth (Shakespeare Play)
Unseen non-fiction analysis and writing |
The Curious Incident of Dr. Jekyll and Mr. Hyde (19th Century Novel)
Unseen Fiction analysis and writing |
The Curious Incident of Dr.
Unseen Fiction analysis and writing |
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Y11 |
Anthology Poetry - Comparison- Power and Conflict
Unseen non-fiction analysis and writing. |
Anthology Poetry - Comparison- Power and Conflict
Unseen non-fiction analysis and writing. |
Unseen Poetry – Comparison
Unseen fiction analysis and writing. |
Unseen Poetry – Comparison
Unseen fiction analysis and writing. |
Exam preparation and Precision Teaching Plan for each class |
English Progression Narrative
Please read our English progression narrative here: Discipline Concept Narratives