English

The 2014 Curriculum divides writing skills into two dimensions:

  • Transcription (spelling and handwriting)
  • Composition (articulating ideas in speech and writing)

 

We recognise that both these elements are essential to success and we support the acquisition of both sets of skills through various methods. We recognise that these areas are clearly linked to the other aspects of English learning: speaking and listening, reading, grammar and vocabulary.

Our Aims and Provision

  • We teach grammar as an integral part of all English lessons
  • We correct grammatical error orally/ written work (where appropriate)
  • We have a systematic approach, we revisit key learning and build upon it in all areas from phonics, through to grammar and spelling.
  • We use high quality texts, modelling and shared/ collaborative writing to demonstrate good practice.
  • We encourage and promote effective composition through clarity, awareness of the audience, purpose and context and an increasingly wide knowledge of vocabulary and grammar.
  • We provide writing frames to support the least confident
  • We provide time for planning, editing and revising
  • We mark extended pieces of work at the point of learning
  • We use marking ladders and feedback sheets for pupils to self-assess or peer assess, when appropriate so they can evaluate effectively
  • We encourage joined handwriting to support spelling and speed
  • We support pupils with learning and motor difficulties
  • We offer meetings with parents to help them support their child

 

Vocabulary Development:

The National Curriculum makes clear that learning vocabulary is key to ‘learning and progress across the whole curriculum’ (p11) since it allows pupils to access a wider range of words when writing and for them to understand and comprehend texts efficiently.

Vocabulary teaching needs to be:

  • Active
  • Progressive/ systematic
  • Making links from known words
  • Develop understanding of shades of meaning
  • Include ‘instruction verbs’ used in examinations
  • Subject specific- accurate mathematical and scientific words

 

 Our Aims and Provision:

We encourage our pupils to have a wide and growing vocabulary in a number of ways, these include:

  • Using the correct vocabulary orally
  • In-depth word based lessons looking at patterns
  • Using dictionaries, thesaurus and similar programmes
  • Targeted small group support, where appropriate

 

Phonics

We use Batty Land Phonics as the main phonics programme to introduce our children to reading and writing. All of the aspects from the scheme are used in the following way:

  • We teach pupils in EY and KS1 a discrete phonics session daily lasting approximately 20 minutes.
  • We ensure pupils needing phonics teaching in Key Stage 2 will also have a discrete session daily.
  • A session consists of speedy sounds, introduction of new sound via say, read then write format and word time which involves children writing words in sentences not just in isolation.
  • We share this approach to phonics teaching with parents during a workshop when their child enters Reception.

 

 

Spelling

Spellings in EYFS to Year 2 are taken from the Batty Land Phonics programme and the National Curriculum Expectations.

In KS2 classes are taught spellings from the English National Curriculum following the No Nonsense Spelling Programme.

 

 Our Aims and Provision:

  • We ensure pupils’ learning is assessed throughout the programme.
  • We offer opportunities for pupils to apply part of the sequence regularly.
  • We include assessment activities to identify if pupils have learnt the key concept taught. These activities include: testing – by teacher and peers, dictation, explaining, independent application in writing, frequent learning and practise of statutory and personal words.

 

Handwriting

The presentation of written work can not only reflect on an individual’s fine motor skills but also the nature of the writer through his/her awareness of, and attention to, an audience’s needs. We aim ultimately for our children to develop a fast flowing, attractive, legible, personal hand. To achieve this is a consistent approach to the teaching of handwriting across the whole curriculum and key stages.

 

 Our Aims and Provision:

  • Cursive handwriting is started in Year 2 and follows the Letter Join scheme.
  • Handwriting lessons are timetabled daily following the scheme.
  • Teachers are expected to demonstrate correct size and formation and then observe children copying, intervening where necessary.
  • We encourage pupils to take pride in their presentation.
  • We aim to make a smooth transition from printing to a joined up style.

 

Speaking and listening

We encourage our pupils to speak clearly and confidently and articulate their views and opinions. We teach that children need to express themselves orally in an appropriate way, matching their style and response to audience and purpose. Listening and responding to literature, giving and receiving instructions. They develop the skills of participating effectively in group discussions.

Ways in which we support this include:

  • Activities which are planned to encourage full and active participation by all children, irrespective of ability
  • Children with specific speech and language and auditory problems will be identified and specialist help sought, where appropriate
  • Performance Poetry
  • School Plays
  • Class debates
  • Weekly assembly
  • Events within the community
  • School Council
  • Talk partners
  • Drama / role play
  • PSHE and circle time