The National Curriculum is used as a framework for teaching English. Pupils’ spoken language, reading, writing and vocabulary are taught within English units to develop understanding of different genres and extended through all other curriculum contexts.
Development of speaking and listening skills is fostered through drama and role play, storytelling, talk partners, group tasks and discussion.
Assembles and concerts give children opportunities to present their learning to a larger audience.
Promoting reading for pleasure and for information is encouraged through use of a core set of texts, both fiction and non-fiction, within each year group, through topic linked books and a range of texts for guided, individual and home reading. Open reading sessions for parents, half termly visits to the library and buddy reading sessions between year groups provides further opportunities for pupils to talk about books and explain their understanding.
We acknowledge the vital role parents play in encouraging children to become readers, and welcome the contribution that parents make in promoting the love of books and reading. For children whose first language is not English we value parents reading books in their home language.
Letters and Sounds phonic programme is used to help children identify sounds in order to read unfamiliar words quickly alongside speedy recognition of familiar words.
Within small Guided Reading groups children have opportunities to discuss with peers and teacher their understanding of key ideas within text and vocabulary used.
We encourage children to attempt their own spellings, using their developing phonic skills (use of letter sounds, spelling patterns and letter strings in words). At the same time we understand the importance of correct spelling which is taught as part of the Letters & Sounds programme and is reinforced through home learning.
This ensures that children can spell quickly and accurately. The ‘Pen-pals’ programme helps children develop their gross and fine motor skills resulting in fluent, legible and increasingly speedy handwriting in a cursive script.
The ‘Talk for Writing’ approach enables children to use stickers from text within their own writing through imitation and innovation. Planning for writing is integral to this approach. As children become more proficient in using a greater range of sentence stickers, punctuation and grammar they are encouraged to edit to improve.
Children develop as writers of stories, recounts, reports, instructions and poetry.
Opportunities for writing occur in a variety of real context including relating events, letter writing, invitations, captions and information poster linked to topics.