English at Five Elms Primary
ENGLISH READING CURRICULUM STATEMENT
Intent
At Five Elms Primary School our reading curriculum is built towards ensuring that every child can read fluently and with a depth of understanding by the end of KS2. The knowledge, skills and understanding that pupils gain is structured in a planned sequence and adapted to meet individual needs. High quality of questioning and various types of differentiation are used to enable children to access the reading curriculum. Reading for pleasure and making links to reading e.g. theatre performances, film, the arts etc promotes ‘cultural capital’ in our pupils. Our reading curriculum provides children with a range and depth of quality literature and enables those from disadvantaged backgrounds to read as well as non-disadvantaged peers. Reading is used as a universal tool to access the curriculum. Reading acquisition is the most important educational goal for all children in the school
Implementation
Reading is planned:
· Using a systematic synthetic phonics programme in Early Years and KS1
· Early readers follow the Red Squirrel Reading Scheme
· Developing readers in KS1 use a variety of reading materials within Book Bands, most of which are taken from phonics based schemes
· Confident readers are able to choose from a variety of texts to broaden their reading experience and assisted in choosing books with the appropriate level of challenge
· Every class has a reading session at the beginning of the day which focusses on vocabulary extension and comprehension skills
· English lessons are centred around set core texts in each year and additional texts. The core texts are chosen to challenge, to provide examples of vocabulary and language structures that children would not be exposed to otherwise and can use as models for writing, to ensure a range and breadth of reading experience
Allocation of time to each subject to allow proper pupil learning
· Reading session 30 minutes
· English session 1 hour daily
· Phonics 30 minutes daily
Various check points monitor learning and enable reinforcement, practice and ‘gap filling’
· Termly assessments track achievement and identify children who are reading below expectation. These children can then access tailored programmes of intervention depending on need
· Benchmarking is used in KS1 to monitor progress of early and developing readers
· Salford Reading Tests are used in KS2 with children below age-related expectations to track reading age and accelerated progress
· EHCP and high-needs SEN children have specific programme
Coherence
Coherent thematic planning within year groups ensures that the knowledge, skills and understanding that pupils gain is planned so that pupils can make links and contextualise their learning
· Planned according to medium term outcomes taken from the National Curriculum
· Some texts link to themes and the wider curriculum
· Reading within the wider curriculum should be equally challenging and at the appropriate age-related expectation
Addressing additional learning need
· EHCP children have specific targets set within their plans and specific curriculum programmes are run separately if necessary to meet their needs
· Children classed as SEN Support have access to a range of support and intervention, determined either through the tracking process or via a plan and specific separate curriculum provision
· In-class differentiation includes the use of a range of inclusion strategies. Whole class expectations apply to all but a very few children and children are supported to achieve the outcomes according to their needs.
Enrichment challenges the more able
Importance of reading in EY/KS1
In reviewing and developing the curriculum some areas are linked closely through the theme to enable a greater depth and richness of learning and transfer of knowledge and vocabulary between subject domains.
Impact and the expected outcomes
Children are able to:
· read fluently at age-related expectations or above
· enjoy reading
· are experienced with a wide range of reading in different contexts
· use a range of retrieval strategies; summarise and predict events in a narrative
· infer and deduct information from a wide range of challenging texts
· use research and selection strategies when reading non-narrative texts, including reading linked to other areas of the curriculum
· use evidence from the text to support their view
· transfer smoothly to the next stage of their learning.
ENGLISH WRITING CURRICULUM STATEMENT
Intent
At Five Elms we believe that all pupils should be able to confidently communicate their knowledge, ideas and emotions through their writing. We want pupils to acquire a wide vocabulary, a solid understanding of grammar and be able to spell new words by effectively applying the spelling patterns and rules they learn throughout their time in primary school. We want them to write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences. We believe that all pupils should be encouraged to take pride in the presentation of their writing, in part by developing a good, joined, handwriting style by the time they move to secondary school. We believe that all good writers refine and edit their writing over time, so we want children to develop independence in being able to identify their own areas for improvement in all pieces of writing, editing their work effectively during and after the writing process All subject areas provide opportunities for pupils to express their thoughts in a range of written styles. It is important that our children are exposed to a range of exemplar texts, from across different genres and subject areas, to embed ambitious vocabulary choices and secure expectations of writing across the curriculum.
Implementation
Writing takes place daily within the English lessons and other lessons linked to the wider curriculum. Meaningful first hand experiences and quality texts are used to inspire their writing and creativity. Children are given an opportunity to write for a range of purposes as well as consolidate learning in other subject areas. Spellings: Spellings are taught according to the rules and words contained in Appendix 1 of the English National Curriculum.Grammar and Punctuation: Grammar and punctuation knowledge and skills are taught within the teaching of reading, writing and speaking. Teachers focus on teaching the required grammar and punctuation objectives and concepts as standalone lessons using the Schofield & Sims scheme for Years 1 to 6. Children are encouraged to use key terminology in their speech and apply grammatical concepts in their writing. Writing working walls, scaffolding and teacher modelling are incorporated into teaching and learning to diminish significant gaps in the progress of different groups of pupils (e.g. disadvantaged vs non disadvantaged)
Impact
Pupils of all abilities will be able to succeed in all English lessons. 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. 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