English
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.
Phonics
At Whitechapel, children learn to read and write through the Little Wandle phonics programme. In EYFS, Year 1 and Year 2 children have daily sessions for phonics (30 minutes per day). Little Wandle is used as a catch-up programme in Key Stage 2 where required.
Early Reading
Children begin their reading experiences using books from the Little Wandle programme which are closely matched to their phonic ability. As part of the programme, they take part in twice weekly reading practice sessions focussing on decoding, prosody (reading with meaning, stress and intonation) and comprehension whilst developing fluency in their reading.
Reading throughout school
Once children have completed the Little Wandle programme and are assessed as reading fluently, they are ready to move from fully decodable books to age appropriate books in the Accelerated Reading Programme. Accelerated Reading tracks children's reading and comprehension skills. Children choose books within their own reading band and complete reading quizzes to assess their understanding of the books they have read.
Throughout our reading teaching across school (Yr 1- 6), we use Complete Comprehension to develop specific reading skills –
Key stage 1 - retrieval, vocabulary, prediction, sequencing, inference,
Key stage 2 - retrieval, vocabulary, prediction, inference, summarising, author's language choices and compare/contrast.
INTENT
|
It is our intention to deliver a high-quality English curriculum which promotes 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. We aim 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.
IMPLEMENTATION
The English curriculum is implemented through whole class teaching and group / individual work and through planned interventions if children are not achieving age related expectations. This is particularly true for those pupils who need further support with their decoding skills and therefore need to take part in keep up and catch up sessions of the Little Wandle phonics programme in order to catch up with their peers. Within each year group, different timings are appropriate for different aspects of English and these are detailed in our subject mapping.
IMPACT
In order to measure the impact of the English curriculum at Whitechapel Church of England Primary School, teachers will regularly use formative assessment methods in line with the long-term curriculum. Termly reading assessments take place through STAR Reading tests (Year 2 – 6), regular phonic assessments take place in EYFS and Key Stage 1 (Little Wandle assessments) and teachers assess children’s writing against year group expectations (in the front of each child’s English books) each half term / after a unit of work (Year 1-6). Children are also encouraged to self and peer assess their work (as appropriate for the age of the children).