English Curriculum

English

 

 Reaching for the Stars with Aspiration and Hope

 

The National Curriculum, shares in regards to language and literacy that:

Teachers should develop pupils’ spoken language, reading, writing and vocabulary as integral aspects of the teaching of every subject. English is both a subject in its own right and the medium for teaching; for pupils, understanding the language provides access to the whole curriculum. Fluency in the English language is an essential foundation for success in all subjects.

At Bromesberrow, we focus carefully on each of these to enable our children to become confident learners, who can apply their language and literacy skills in a range of contexts, gaining greater depth in learning through their mastery of English.

 

Spoken Language

 The National Curriculum, recognises the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. Spoken language underpins the development of reading and writing. The quality and variety of language that pupils hear and speak are vital for developing their vocabulary and grammar and their understanding for reading and writing.

 

Area

EY's

KS1

KS2

Speaking and Listening

(developing speech and pronunciation, awareness of audience and confidence

Communication Cookbook

Talkboost

Helicopter stories

Roleplay through play

Zippy's Friends

Y1-Talkboost

Helicopter stories

Y2: Apple's Friends

Drama opportunities e.g. school plays, speaking and performing at termly church services and at Gloucester Cathedral.

Regular opportunities to debate, discuss and speak out during class, in assemblies, through the School Council and during pupil conferencing.

Drama opportunities e.g. school plays, speaking and performing at termly church services and at Gloucester Cathedral.

Regular opportunities to debate, discuss and speak out during class, in assemblies, through the School Council and during pupil conferencing.

 

 

 Reading

The National Curriculum, splits reading into two core skills of word reading and comprehension. They define each clearly:

 

Word Reading

Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. This is why phonics should be emphasised in the early teaching of reading to beginners (i.e. unskilled readers) when they start school.

 

Comprehension

Good comprehension draws from linguistic knowledge (in particular of vocabulary and grammar) and on knowledge of the world. Comprehension skills develop through pupils’ experience of high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems and non-fiction. All pupils must be encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, and to gain knowledge across the curriculum. Reading widely and often increases pupils’ vocabulary because they encounter words they would rarely hear or use in everyday speech. Reading also feeds pupils’ imagination and opens up a treasure-house of wonder and joy for curious young minds

As a school we believe that it is important that a love of reading is engendered alongside the skills to decode and comprehend text. At the bottom of this page there is a reading progression document and a phonics overview (showing what children are taught when).

 

 

 

Writing

The National Curriculum 2014 shares that Writing is concerned with transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech and writing).It also states that pupils should be taught how to plan, revise and evaluate their writing.

 

Transcription

Writing down ideas fluently depends on effective transcription: that is, on spelling quickly and accurately through knowing the relationship between sounds and letters (phonics) and understanding the morphology (word structure) and orthography (spelling structure) of words.

 

Composition

Effective composition involves forming, articulating and communicating ideas, and then organising them coherently for a reader. This requires clarity, awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar.

Writing also depends on fluent, legible and, eventually, speedy handwriting, as well as good use of spelling, grammar and punctuation, and a well developed vocabulary.

As a school, we want our children to leave us with good writing skills, in terms of their ability to communicate and convey ideas to an audience. We work by the following principles in teaching children the writing process:

  • Teach pupils to write for a variety of purposes and audiences;
  • Have high expectations and provide an appropriate level of challenge in sentence formation, punctuation and vocabulary. 
  • Teach pupils to become fluent with handwriting, spelling, sentence construction, typing and word processing;
  • Provide daily cross curricular time to write;
  • Create an engaged community of writers.

 

We recognise that teaching writing composition involves:

*speaking and listening (providing children with the opportunity to practice communication)

* word level work (spelling and phonics). There is a whole school spelling and phonics long term planner to support this.

*sentence level work (grammar and punctuation)

*text level work (genres, text types, extended writing for a purpose)

*handwriting (legibility and the ability to communicate to an audience)

We have a whole school writing progress overview (below)

 

Our Journey of Writing

Writing is planned for and taught using a text rich approach, where by teachers and children can see a clear purpose and progression in writing. This starts with a text or other carefully chosen stimulus or multi media text  and then objectives and published piece are identified and put into a front cover to show clear learning intention. Children have opportunities to draft and innovate writing, improving on composition, spelling, grammar and punctuation. Below, summarises our main approaches to writing across the school. At the bottom of this page there is also a link to our spelling, grammar and punctuation (SPAG) progression across the school.  Alongside these structured strategies, we recognise the importance of creativity, and endeavour to work with the interests of the children and what is current and relevant in the world.

 

Area

Ey's

Ks1

Ks2

Grammar and Text level

Pie Corbett Story telling

Literacy Shed

Helicopter stories

Pie Corbett Story telling

Literacy Shed (Y1 and 2)

Helicopter stories (Y1)

Pobble 365 (Y2)

Literacy Shed

Pobble 365 (Y3)

Word level

Letters and sounds and Jolly phonics (daily)

Letters and sounds and Jolly phonics (daily)

Ruth Miskin spelling (4X per week)

Spellodrome- set as a regular homework through school website.

Hand writing

Non cursive. letter formation daily as part of phonics

Cursive (Y2) Daily alongside spelling

Cursive Daily alongside spelling