English - Led by miss clark
Reading - At the school we seek to foster in every child the ability to read for interest and enjoyment as well as for information. In line with the requirements of the National Curriculum, the school aims to teach the children to read accurately and fluently; to understand and to respond to literature of increasing complexity, and to analyse and evaluate a wide range of texts, both fiction and non-fiction. This is a long-term process which continues throughout the primary years; the vital foundations being laid in the infants and the skills being developed throughout the school.
Spoken Language - The aim of the curriculum in Spoken Language is to ensure that the children can communicate effectively. They are taught the importance of language, which is clear, fluent and interesting. They are encouraged to speak with confidence, making themselves clear through organising what they say and choosing their words carefully. They are encouraged to listen with increasing attention and concentration and to respond appropriately with a growing vocabulary. They are encouraged to use talk to clarify their thinking and extend their ideas through discussion.
Writing - The aim is to give pupils opportunities which encourage progress in writing, ranging from the physical experience of learning to hold a pencil, to the development of a neat and legible handwriting style; from forming single letters to writing a range of poetry, prose, stories and letters for a variety of audiences. They will have the opportunity to write in a range of styles, and understand and be familiar with some of the ways in which narratives are structured through the basic literary ideas of character, plot and setting. They will be encouraged to plan, re-draft, revise and edit their own writing. All children should have regular opportunities for demonstrating sustained or extended writing. This may be a piece of completely independent, child initiated writing or cold (pre-unit of work) task that informs the teacher of each child’s starting point or a hot (post-unit of work) task that allows the teacher to gauge each child’s progress. As part of the writing curriculum children should develop a firm understanding of grammar and its importance in the process of writing.
Phonics and Spelling
Phonic teaching is a vital part of the Reception and Key Stage One Curriculum. Through a combination of approaches including Read, Write Inc., children experience a range of activities and opportunities to learn to read and blend sounds allowing them to go on and decode more complicated words as they progress. By the end of Year One, most children will be able to demonstrate competent early phonic knowledge as they complete the statutory phonic screening check. Those who do not reach the threshold, will receive additional support in Year Two.
Children are split into groups for phonics teaching, with each group being banded according to children’s phonological awareness and decoding skills. These groups are fluid and reviewed regularly.
By the time children reach Key Stage Two, children should be competent decoders of words and able to apply more complex rules and patters. Teachers will use a range of strategies to ensure that children reach the age related expectations according to The National Curriculum.