English
Subject Intent
Developing thoughtful, holistic, curious, children through an enquiry based, child-centred English curriculum who have a deep sense of worth and belonging. Flexible thinkers who are equipped to embrace change and shape their future. Using the key skills of Reading, writing and spelling to make excellent progress. Understanding the key concepts of Reading, Writing and Spelling, which underpin the English curriculum.
Key Drivers
|
Purposeful |
Our children will have the vocabulary, knowledge and skills necessary to explore, develop and achieve in English. |
|
Aspirational |
Our children will explore English through varied authentic stimuli and respond in a range of creative ways, making purposeful links to other areas of learning. |
|
Personal |
Our children will question and reflect on English and its impact on their real-life experience. |
|
Universal |
Our children will learn how English impacts locally, nationally, and globally and makes a difference to modern life. |
Our English Curriculum
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 language, and to develop their love of literature through widespread reading for enjoyment. 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
- See themselves in the books they read and encounter
- 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, exploring ideas through drama and participating in debate
|
Phonics
For more information on the Little Wandle scheme please see this PDF for parents Click here for 'How to Say Reception Sounds 1' Click here for 'How to Say Reception Sounds 2' Click here for 'How to Say Year 1 Sounds'
Reading
|
Collins eBook Library Parents Guide
|
Writing
- Writing is taught daily through, quality texts, vocabulary focus, a focus on grammar, sentence improvements leading to sustained pieces of writing.
- In a half term, pupils typically produce three writing outcomes covering a range of audiences and purposes.
- Writing is modelled frequently to set high expectations, support metacognition and show the thinking that readers and writers do.
- Peer assessment and editing are a regular part of writing.
- Target cards support pupils with self-assessment and to make improvements.
- Spelling and handwriting are taught three times a week in Key Stage One and Lower Key Stage Two following a progressive scheme (Jane Considine and Letters Join).
- Word Aware is a whole school approach to develop a rich and broad vocabulary. Word Aware is a discrete weekly session in Key stage 2 which is revisited throughout the week.
For more specific information outlining our approach to English teaching and Learning please see our English Policy.
Here are some examples of our pupils' writing.
