INTENT

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.

 Our writing curriculum ensures that all pupils:

• acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
• 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.

We endeavour to teach children to read and write independently, as quickly as possible, and believe this is one of the core purposes of a primary school. These fundamental skills not only hold the key to the rest of the curriculum but also have a huge impact on children’s self-esteem and future life chances.

Our writing curriculum gives opportunities for children to express their thoughts and ideas clearly and creatively through the written word. Planning gives exposure to a range of genres and purpose to write and follows a sequence of teaching, incorporating the skills needed to successfully write for the intended audience.  We intend to create writers who can re-read, edit and improve their writing and confidently use the essential skills of grammar, punctuation and spelling.

We set high expectation for our children to take pride in their work and have a fluent, cursive handwriting style.
 

IMPLEMENTATION

Writing - Writing sequences teach children the features, flow and structure of different texts types which then give the opportunity to replicate these, writing for different purposes and audiences. Children are also exposed to opportunities to collaborate in different ways, through discussion and debate. The robust curriculum delivers a progressive systematic approach.

Our English Curriculum, ensures varied learning and excellent progression in knowledge, skills and understanding throughout.

Spelling – Spellings are taught twice weekly in 15 minute lessons. The focus is a balance of spelling rules, following the National Curriculum spelling lists for each year group and word lists.

Speaking and Listening – In every lesson children have opportunities to collaborate with their peers and adults in a range of ways including, debate and discussion.

Retention - is built in four different ways.

1) ‘Do Nows’ that question the children’s knowledge of the last lesson; the last unit and previously taught objectives.

2) Each writing piece has specific learning outcomes and spelling rules taught are applied to new writing pieces.

3) Termly summative tests that are used in reading and spelling to identify gaps in children’s understanding. The gaps found will then be acted upon and built upon to ensure mastery and retention of the subject areas to ensure children know more and remember more.

4) Links to other subjects will made when and where possible to ensure a deep and masterful understanding in different contexts. Writing opportunities are planned into non-core subjects and provide further opportunity for mastery of previously taught writing skills.

IMPACT

Through our English curriculum children will:

• be confident in the art of speaking and listening and to be able to use discussion to communicate and further their learning

• be able to read fluently both for pleasure and to further their learning

• enjoy writing across a range of genres

• all pupils will be able to succeed in all English lessons because learning will be appropriately scaffolded

• have a wide vocabulary and be adventurous with vocabulary choices within their writing

• have a good knowledge of how to adapt their writing based on the context and audience

 • leave primary school being able to effectively apply spelling rules and patterns they have been taught

 • make good and better progress from their starting points

Assessment and Monitoring in English:

• Lesson observations, book monitoring and learning walks

• Skills progression (grammar and punctuation) evident in children’s books.

• Gathering pupil voice – to check understanding, understanding of key skills and knowledge, progression, confidence in discussing English.

• Moderating pupils work in school and in cluster meetings with other schools to ensure accurate assessments are made.

• Tracking pupils’ progress each half term in Reading, Writing

Check for Understanding used as a formative assessment tool and informs subsequent planning and intervention.

• Pupil progress meetings ensure different groups (including EAL, PP and SEND) and individual progress is monitored, and interventions organised to support good and better progress.

• Parents and carers will understand how they can support spelling, grammar and composition and home, and contribute regularly to homework.