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English

Our English Writing Co-ordinator is Mrs Whitehurst

Purpose of study

English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils, therefore, who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.

 

Aims

The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure 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.

 

Intent

English, in many ways, is the most important subject because it unlocks pupils’ creativity and the whole of the rest of the curriculum. We aim to provide an English curriculum which enables pupils to read a wide variety of texts and gives them the power and enjoyment to continue reading and researching into the future. The base of the reading and spelling curriculum is systematic teaching of phonics. There are increasing chances for pupils to develop skills of reading comprehension as they progress through school once they are secure in decoding words. In most lessons speaking and listening are key facets of learning where pupils can rehearse what they are going to write and discuss in depth what they have read.

Reading Schemes in EYFS/KS1

 

In EYFS and KS1, we use the following schemes:

 

Phonics: Read, Write, Inc

 

Reading: Book Bag books in linking to the Read, Write, Inc using Oxford Owl up to level 19. Following on to various other schemes across all KS's building in complexity and extending exposure to quality texts.

Implementation

At Arundale Primary School we aim to:

 

  • Ensure progress of writing skills across school.
  • Achieve independent writing of a high quality.
  • Model high standard writing to secure high expectations and inspire writers.
  • Provide meaningful writing experiences using the contexts inspired by high quality texts.
  • To ensure that pupils write clearly, legibly and accurately with attention to punctuation, spelling and grammar.
  • Help pupils develop the skills to improve their writing through revising and editing their own work.
  • Help every child become confident and competent in the use of writing as a form of communication.

Enable pupils to make judgments about the tone, style, format and vocabulary appropriate to the writing’s purpose, audience and genre.

 

Strategies for the Teaching of Writing

 

We follow the English National Curriculum 2014. Children are challenged and developed at their own rates and according to their own individual abilities, so that every pupil achieves the skills relevant and appropriate to his/her age and ability. 

 

Writing is taught in specific meaningful and effective contexts. These include:

  • The study of appropriate, high quality picture books and exemplar texts
  • Modelled writing
  • Independent or shared writing
  • Reflecting on and improving writing through editing
  • Writing is taught in English lessons as well as through other curriculum areas

 

To support children in the acquisition of writing skills we:

 

  • Promote speaking and listening skills
  • Provide frequent opportunities to write across the curriculum
  • Provide regular modelling of the writing process
  • Provide opportunities to reflect on the writing process
  • Give children time to refine their writing through editing and revising using purple pen
  • Provide children with opportunities to share their writing
  • Use continuous assessment to provide clear next steps for learning
  • Reward and celebrate children’s efforts and achievements in writing
  • Develop spelling skills, using a phonics based approach and in line with the requirements of the English National Curriculum 2014
  • Promote a neat and consistent style of handwriting, and presentation
  • Develop the skills and use of punctuation and the grammar according to pupil’s year group and individual ability, in accordance with the statutory requirements of the English National Curriculum.

In the Nursery and Reception, children are encouraged to attempt their own emergent writing and their efforts are valued and celebrated. As their phonic knowledge increases, so does their ability to write independently. At the same time, their knowledge of key words is supported through reading and writing activities, including shared reading and writing. Legible letter formation is explicitly taught and modelled frequently. A wide variety of opportunities are provided for children to engage in writing activities and independently apply their phonic skills through role play, creative activities, computing and the outdoor areas.

Composition

Effective composition involves forming, articulating and communicating ideas, and organising these coherently for a reader. This requires clarity, awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar.  Pupils are taught how to plan, revise and evaluate their writing.  We aim to use quality texts and modelled writing to provide children with excellent examples to inform their own compositions. 

 

Grammar and Punctuation

We value the importance of enabling children to become confident, literate individuals, who are able to deliberately select and use a wide range of grammatical forms. Pupils are taught the accurate use of Grammar and Punctuation in line with the English National Curriculum 2014.

We aim to:

  • Successfully deliver the National Curriculum for grammar and punctuation to all pupils, as appropriate to their learning needs.
  • Ensure that the teaching of grammar is effectively planned for through selecting grammatical ideas and principles relevant to the year group and text type, and embedded in the unit of work
  • Maximise the progress of pupils through referring to grammatical concepts and vocabulary as key teaching objectives
  • Provide feedback on pupils’ understanding of grammatical concepts through specific marking
  • Encourage pupils to edit their own use of grammar and punctuation in order to improve their work

 

Grammar and punctuation skills are taught through our English units of work, in the context of reading and writing activities to demonstrate how writers make choices to help them communicate clearly and effectively.  Accuracy of grammar and punctuation is encouraged throughout the school in all subjects, according to the relevant National Curriculum year group expectations and ability of the child. 

Intended Impact

Pupils will enjoy writing across a range of genres.

Pupils of all abilities will be able to succeed in all English lessons because work will be appropriately scaffolded.

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 The gaps in the progress of different groups of pupils will be narrowed (e.g. disadvantaged vs nondisadvantaged)

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