English

Intent

Our overarching aim for English is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word; to develop their love of literature through widespread reading for enjoyment; and to ensure that through our inclusive approach, all pupils are able to fully access all areas of the curriculum.  We strive to ensure our pupils grow and flourish into well-developed individuals who are inclusive, independent and inspired learners, equipped with the knowledge, skills and wisdom needed to succeed in life – securing this within English is of paramount importance as this unlocks all other areas of the curriculum. 

We aim for our pupils to:

• Read easily, fluently and with good understanding across the curriculum.
• Develop the habit of reading widely and often, for both pleasure and information.
• Acquire a wide vocabulary, a sound understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language.
• Appreciate and have access to our rich and varied literary heritage.
• Take pride in their writing, enabling them to write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences.
• Be confident in the art of speaking and listening and 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 and participating in debate.
• Take pride in the presentation of their writing, by developing a good, joined, handwriting style.
• Refine and edit their writing over time and through this develop independence in being able to identify their own areas for improvement in all pieces of writing, editing their work effectively throughout the writing process.
• 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.

We believe the structures, approaches and schemes Aiskew, Leeming Bar CE Primary School have adopted ensure our aims can be fulfilled. 

Implementation

These aims are embedded across our English lessons and the wider curriculum. We have a
rigorous and well organised English curriculum that provides many purposeful opportunities
for reading, writing and discussion. Our curriculum closely follows the aims of the National
Curriculum for English 2014 which ensures 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.
• 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 and participating in debate.

Reading, writing, spelling and handwriting are taught as a discrete lessons as well as exploiting cross-curricular links whenever possible.  Grammar is taught both discretely and through all reading and writing lessons.  Grammar is taught through clearly sequenced lessons, as well as where there is a clear misconception highlighted through our formative assessment.  We use Read, Write, Inc (RWI), No Nonsense Spelling, the Centre for Literacy Primary Education’s (CLPE) Power of Reading, Literacy Shed learning sequences, Prim-Ed comprehension skills, PALS-UK partner reading, VIPER questions (Literacy Shed) and Penpals Handwriting.  These programmes and schemes have been deliberately selected because we believe they offer a rigorous and systematic approach which demonstrate clear progression and have proven results.  CLPE, Literacy Shed and PALS-UK offer pupils a rich, diverse and challenging selection of texts.

Impact

As a result our pupils are confident when speaking, reading and writing across the curriculum.  Where children are less confident with these skills, they use technology to support their learning to fulfil our inclusive vision and ensure that all pupils are able to fully access the whole curriculum – that difficulties with reading and writing do not impede learning. 

• Pupils will enjoy writing across a range of genres.
• Pupils of all abilities will be able to succeed in all English lessons and where reading and writing is required across the curriculum because work will be appropriately scaffolded and children who require it will have access to the appropriate assistive technology.
• Pupils will have a wide vocabulary that they use within their writing.
• Pupils will have a good knowledge of how to adapt their writing based on the context and audience.
• Pupils will leave primary school being able to effectively apply spelling rules and patterns they have been taught Parents and carers will have a good understanding of how they can support spelling, grammar and composition and home, and contribute regularly to homework.
• The % of pupils working at ARE within each year group will be at least in line with national averages.
• The % of pupils working at Greater Depth within each year group will be at least in line with national averages.
• There will be no significant gaps in the progress of different groups of pupils (e.g. disadvantaged vs nondisadvantaged).

Spelling 

EYFS and Y1 spelling is taught as part of the RWI phonics scheme of work – see Appendix 7 of English Policy. Y2 work on a 1 year programme using the revised Spelling Shed scheme of work:

Spelling Long Term Plan