English Curriculum Leader - Mrs J Southern
The main intent of our English curriculum is to enable our young learners to develop fluency and accuracy in all aspects of English by encountering a range of situations, audiences and activities. By immersing our children in quality literature we aim to develop their powers of imagination and creativity that can be applied not just in English but across the curriculum. Ultimately, we want all our pupils to be able to express their opinions, ideas and feelings through the different forms of language and to develop the skills and abilities to communicate effectively as speakers, readers and writers; enabling them to participate as confident, literate members of society.
Early Years The Statutory Framework for EYFS 2018 is followed to ensure continuity and progression through to the National Curriculum. English is accessed through the Early Learning Goals linked to the specific area ‘Literacy and Communication & Language’ and is taught through continuous provision, listening to a range of stories and rhymes and general topic work that give further opportunities for developing the skills of oracy, phonics and letter formation.
Y1-Y6 Long term and medium term planning is taken from the National Curriculum for English, 2014. By using quality literature and schemes, such as the Power of Reading, we provide opportunities, daily, for our children to take pleasure in all aspects of Literacy including fiction, non-fiction, poetry and drama. Spelling is taught using Read, Write Inc; the Nelson-Thornes handwriting scheme ensures consistency and continuity throughout the school from Reception up to Y6. Through daily English lessons, punctuation and grammar are modelled and all key English skills are consolidated with a range of practice activities, that can be differentiated to meet the needs of year group expectations. Technology (such as the IDL programme, Reading Plus and online access to RWInc) is used widely to inspire and motivate children to practise their key skills. Teacher and peer (Magenta partners) discussion and feedback leads to ‘Growing Green’ and ‘Polishing Pink’ time - which helps our children develop strategies to self-evaluate, correct, review and improve their written work even further. Outdoor learning, trips, authors visits, workshops, plays, clubs, competitions and theme days are carefully planned throughout the year to enrich our pupil’s enjoyment and encourage mastery of English. Examples of quality literature used include:
Assessment descriptions of each year group’s reading and writing criteria can be found in the pupil’s English books which are updated regularly. Reading tests (PIRA/PIXL) are completed at least termly (Key stage 2) and several pieces of independent writing are assessed each half term. Teacher assessments (TA) of all English is made from a variety of sources but we evidence most learning in children’s books. TA data is inputted into our school data tracking system at the end of each term: December, March and July.
The intended impact is for the majority of children in each year group to be working at or above the expected standards for their age. In addition to this, we want them to be: inspired by all forms of literature; learn more; be able to show progression in their subject knowledge and skills as well as their application of English across the curriculum; be able to discuss their learning and have key concepts embedded into their long term memory and finally to understand where their learning in English can take them into the future!