English

 

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; pupils, therefore, who do not learn to speak, read and write fluently and confidently are effectively disenfranchised (English Purpose of Study, National Curriculum 2014, DFE).

The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims are for pupils:

  • To be able to read easily, fluently and with good understanding
  • To develop the habit of reading widely and often, for both pleasure and information
  • To acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
  • To appreciate our rich and varied literary heritage
  • To be able to write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
  • To be able to use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas

To be competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

How Is the English Curriculum Organised?

Reading and writing skills are taught as part two-year cycle linked to the whole school thematic curriculum. This ensures that a wide range of genre are covered and where possible, this is applied in the context of the current theme.

In KS2, this is supported by independent schemes for Grammar and Punctuation and Spelling lessons to develop year group appropriate skills; daily guided reading sessions and Big Write. To ensure that pupils can learn and then apply new skills, this is delivered through a two week planning cycle.

In KS1, spelling is tailored into the development of phonics to ensure that pupils reinforce the necessary skills before developing a wider recognized vocabulary with a specific focus on the N.C. key words. This phase operates a one week cycle with weekly writing sessions. More recently, phonics has been delivered across EYFS/KS1 in ability groups so children are challenged at the appropriate level (these are flexible so children can move between groups as appropriate).

Where necessary, some children read daily in school with an adult to reinforce its importance (especially when this does not happen at home and the child is struggling to access the curriculum because of poor reading skills)

In EYFS, children are expected to know the first 45 key words and have daily phonics lessons. Big Talk lessons that encourage their confidence in using an increasing vocabulary to communicate meaning to others. They are also given the opportunity to apply their skills through a wide range of independent and adult guided learning activities throughout the day.

In each class, teachers allocate time for Pupil Conferences in English. Here the teacher gets the opportunity to work along individual pupils or small groups to identify gaps and misconceptions in pupil learning so that they can address these quickly. Teaching assistant are often deployed to support children through precision teaching to address gaps identified through marking and feedback or pupil conferencing.

If pupils are not achieving within the year group expectations, they are discussed with the SENCO and, if necessary, additional resources and adult support are put in place e.g., IT-based programmes or small group tuition.

How is English Taught and What Resources Are Used?

The following resources are used to teach and assess the development of age appropriate skills in English:-

  • Comprehension – Headstart Comprehension
  • Reading – Oxford (KS1/2), Pearson Bug Club and Big Cat (KS1) and Badger (Y1)
  • Grammar and Punctuation – Headstart Grammar and Punctuation, Collins Vocabulary, Grammar and Punctuation.
  • Spelling – Babcock No Nonsense Spelling supplemented by Collins Spelling in KS2 and Phonics Play/Spelling Play again supplemented by Collins Spelling in KS1
  • Phonics – Floppy phonics supported by additional guidance from LCP Phonics and online resources from Espresso and Phonics Play

Extended Provision for English is encouraged both at school e.g., cross curricular application through other subjects in the thematic curriculum and at home e.g., through KS2 writing competitions

How English is Assessed at Charlesworth?

Reading is assessed by a combination of teacher assessment and formal tests. This is achieved through the following procedures:-

  • Pupil Conference Records
  • Guided reading/pupil conference records
  • Year group target sheets in the back/front of books
  • Progress tracking grids (updated termly)
  • Termly summative assessment tests

Progress and attainment in reading is assessed against a set of expectations for each year group (click here to download booklet)

Grammar and Punctuation is assessed by a combination of teacher assessment and formal tests. This is achieved through the following procedures:-

  • Pupil conference records
  • Year group target sheets in the back/front of books
  • Progress tracking grids (updated termly)
  • Weekly spelling test records
  • Pupil spelling records

Writing:

  • Pupil conference records
  • Year group target sheets in the back/front of books
  • Progress tracking grids (updated termly)
  • Assessed Big Write tasks
  • Termly fiction/non-fiction writing assessment tests (range of genre)

Progress and attainment in reading is assessed against a set of expectations for each year group group (click here to download booklet)

 

© 2015 Charlesworth School enquiries@charlesworth.derbyshire.sch.uk