English
| English |
| Intent |
| English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to 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. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually.
Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society. We aim to develop pupils’ abilities within an integrated programme of Speaking & Listening, Reading & Writing. Pupils will be given opportunities to develop their use, knowledge and understanding of spoken and written English within a broad and balanced curriculum, with opportunities to consolidate and reinforce taught literacy skills. We aim for all pupils at Hollins Grundy will leave Year 6: · reading and writing with confidence, fluency and understanding, using a range of independent strategies to self-monitor and correct · with a love of reading and a desire to read for enjoyment · with an interest in words and their meanings; developing a growing vocabulary in spoken and written forms · understanding a range of text types, media types and genres · able to write in a variety of styles and forms appropriate to the situation · using their developing imagination, inventiveness and critical awareness · having a suitable technical vocabulary to articulate their responses. |
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Implementation |
| We have a rigorous and well organised English curriculum and framework that provides many purposeful opportunities for reading, writing and discussion. We use a wide variety of quality texts and resources to motivate and inspire our children. Teachers also ensure that cross- curricular links with concurrent topic work are woven into the programme of study.
The national curriculum for English aims to ensure that all pupils: ● read easily, fluently and with good understanding ● develop the habit of reading widely and often, for both pleasure and information ● acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language ● appreciate our rich and varied literary heritage ● write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences ● use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas ● are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate. We carefully consider each child’s starting point and how they learn best to ensure that there are opportunities for children of all abilities, including those with SEND to make good progress from their starting point in English. Foundation Stage In Reception, children have daily discreet RWI sessions. Children have opportunities to develop their communication, language and literacy skills on a daily basis in both adult led and child initiated activities. They have regular story times to develop a love of reading Key Stage 1 In Key Stage 1, daily discreet RWI lessons continue and are taught in ability groups. Children take part in a daily English session and have regular story times to develop a love of reading (oral storytelling Year 1 and 2). Literacy skills are also developed across the curriculum. Provision is made for children who require extra support through intervention programmes: RWI and speech and language intervention. Key Stage 2 In Key Stage 2, Children have daily text based Literacy Lessons. Additional literacy sessions include guided reading, handwriting, spellings and class reading. Literacy skills are developed across the curriculum. Provision is made for children who require extra support through intervention programmes and differentiated class teaching. Approaches to reading Teachers model reading strategies during shared reading sessions, whilst children have the opportunity to develop reading strategies and to discuss texts in detail during guided reading sessions. Independent reading provides time for both assessment and 1-1 teaching. Daily discreet RWI lessons in FS and KS1 enable children to decode efficiently. This is continued into KS2 where necessary. A range of reading schemes are used to support early readers as well as ‘real books’ and other texts used for guided reading. Teaching assistants support reading activities to ensure that children have more frequent opportunities to read with adults. In Key Stage 2 children choose books to take home and read. We also have a selection of books from Y3 to Y6 to support appropriate text choices. Those children still learning to read have access to the appropriate RWI text and these continue to help these children to grow in confidence as readers with a text that appears appropriate for their age group. We encourage all readers to share a book at home with their grown-ups. We believe that this not only helps to develop inferential skills, but also supports a lifelong love of reading. Throughout the Key Stage children become more independent in recording what they have read in their reading journals. We recognise the value of adults (both in school and at home) reading aloud to children, in order to improve their grasp of story language, enthuse them with a love of books and inspire them as writers. All classrooms have a library area so that children can access books relative to their ability and interests at all times. Approaches to writing The children are given frequent opportunities in school to write in different contexts using quality texts as a model and for a variety of purposes and audiences. There are many opportunities for children to improve their writing. They may be asked to produce their writing on their own or as part of group. Children will also be given the opportunity to use ICT for their writing. We use a handwriting scheme in school to help children develop fluent, clear and legible joined up writing. |
| Impact |
| We assess the impact of teaching of reading and writing by tracking children’s progress using our curriculum intent grid for Reading and Writing.
In Years Reception, 1 and 2, children’s reading in relation to phonics is assessed half termly. Children’s reading and writing is assessed through independent work in both their reading journals and their best writing books. In Years 2, 3, 4, 5 and 6 children participate in termly assessments in reading and spelling. Children’s learning is also assessed through the statutory tests:
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