English is the medium through which everything else is taught and is therefore integrally linked to all other curriculum areas.
We aim to foster a love of the English language through speaking and listening, reading and writing across the curriculum so that our children use it confidently and creatively to communicate their ideas.
By the end of key stage 2, our children should:
§ 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
§ be competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.
How we teach English
We plan using the Early Learning Goals as set out in the revised Early Years Foundation Stage Profile and 2014 English Programmes of Study for Key Stages 1 and 2.
We teach English in daily lessons across the school, making links with other areas of the curriculum whenever possible. An overview of learning by year group shows the genre focus for each unit as well as cross-curricular links.
How we teach Reading
Children in Year R and 1 have a daily phonics session following the Letters and Sounds scheme. Reading sessions take place in each class every day, and older children also act as reading buddies for the younger children in school in weekly sessions. Our books are drawn from a wealth of real reads and a range of schemes which are colour coded following the book band system and include phonically decodable books. Schemes which form part of our well-stocked library include Oxford Reading Tree, Rigby Star, Rigby PM, Collins Big Cat and Phonics Bug. Volunteer readers read with children individually in all classes, sharing books together to develop speaking and listening skills.
How we teach Spelling
Spelling practice is timetabled daily in all classes with additional practice set as homework. Children use Look, Say, Cover, Write, Check and other ‘Spell Well’ activities to help them learn word lists for a weekly test. These lists often link to a spelling rule that is being taught but also include words that children need to learn, e.g. common exception words or words for a particular class topic.
How we teach Handwriting
Regular practice of handwriting is timetabled in all classes. Children are taught to use a cursive style and shown how to join from Year 1. Once they demonstrate a consistent joined style with correctly formed lower case and capital letters, children begin using pen for writing.
Children are assessed against their year group expectations in reading, writing and GPS (grammar, punctuation and spelling) through ongoing formative assessment and in mid-term summative assessments. Summative assessments include tests of reading age, spelling age and national end of key stage tests (SATS).
The role of parents
Reading at home is vital – initially with an adult then increasingly alone. Reading at home with parents, grandparents or brothers/sisters should be seen as an enjoyable activity which fosters a love of books. Reading and the enjoyment of reading is a fundamental aim and the key to success at school.
Children in key stage 1 and 2 have spelling words to learn each week for their homework. These link to a particular rule or topic that is being taught in class. A spelling leaflet is available to help parents support their children at home.