ENGLISH

Intent

 

At Charlesworth School we believe that a quality English curriculum should develop children’s love of reading, writing and discussion. We aim to instill a habit of reading widely for pleasure and enjoyment. 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. We want to inspire children to be confident in the art of speaking and listening and who can use discussion to communicate and further their learning. We believe that children need to develop a secure knowledge base in English, which follows a clear pathway of progression as they advance through the primary curriculum. We believe that a secure basis in English skills is crucial to a high quality education and will give our children the tools they need to participate fully as a member of society

 

Implementation

 

How Is the English Curriculum Organised at Charlesworth?

Reading and writing skills are 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. We currently use a text-based approach to English, which means that children learn about lots of different grammar, spelling and types of writing through interesting and exciting books, which could be fiction or non-fiction.

 

In both KS1 and 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, from Year 2, 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 recognised vocabulary with a specific focus on the N.C. key words. Children are taught in smaller differentiated phonics groups that focus on the appropriate stage of development and challenge the children to extend their phonic knowledge.

Children engage with Guided Reading in school each day and take part in group/ individual reading where key reading skills are developed.

In EYFS, children are supported to learn 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.

From Year 2 onwards 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 SENDCO and, if necessary, additional resources and

adult support are put in place e.g., ICT-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) and Big Cat (KS1)

  • 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

 

Impact

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, download booklet here.

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  download booklet here.

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