English
Statement of Intent
At Barley Mow Primary School, we believe that a quality English curriculum should develop children’s love of reading, writing and discussion as well as equipping them with the skills to become confident, capable readers and writers who have their own voice and style. We have a rigorous and well-organised English curriculum that provides many exciting, purposeful opportunities for reading, writing and discussion using a range of genre and media. Our curriculum closely follows the aims of the National Curriculum for English 2014 to enable all children to:
● 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.
These aims are embedded across our English lessons and the wider curriculum. We will provide the means for children to develop a secure knowledge-base in English, which follows a clear pathway of progression as they advance through the primary curriculum. Rigorous assessment and review ensure that we are able to provide targeted support so that all children experience success in literacy; 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
Writing
When planning English lessons, teachers use high-quality texts as a context for their teaching. Please see our English Curriculum document below for further details of the the genres and text each year group covers . We use a wide range of diverse, engaging texts as a basis for our English units of work. Where appropriate, they may make links to other areas of the curriculum to ensure that cross curricular links provide further context for learning. Ultimately, we want our children to be excited and enthused by what they are writing therefore we regularly review our units of work to suit the needs of our children. Teaching blocks focus on fiction, non-fiction or poetry, in line with the 2014 National Curriculum, and comprehension, grammar and writing are embedded in lessons. Lesson sequences build progressively towards an extended piece of writing. Throughout each unit of work, children are given opportunities to read and analyse model texts, practise writing skills and aspects of grammar in context and plan , write and edit an extended piece of writing. Modelled and shared writing is used to support the children’s learning including the explicit teaching of new vocabulary to further enrich the children’s writing. Handwriting is also taught within English lessons as well as in separate sessions throughout the week. Work recorded in English books promotes a high level of pride and presentation across all written outcomes.
Progression of Skills in English
Progression of Punctuation (breakdown)
Spelling and Handwriting Policy
Speaking and Listening
We believe that speaking and listening is an essential skill for all areas of the curriculum. Staff plan and delivery regular speaking and listening opportunities as part of the sequence of English lessons as well as across other areas of the curriculum including drama, role play, partner work, group and class discussion and debates. Children are encouraged to speak clearly and confidently, expressing their views and opinions as well as listening and respecting the views of others. In addition to work in class, children are also given the opportunity to develop their speaking and listening skills in school performances.
Assessment
Assessment for Learning is embedded in literacy lessons and children are active in reviewing the successes in their work and identifying, with support from their teacher, target areas for development to ensure a continuous and individualised approach to improving their work. Summative assessment is also used throughout the year to support and inform teacher’s judgements. We follow Gateshead Assessment Profile (GAP) for reading and writing to assess children against.
