English Policy

English Policy

Introduction

This policy has been developed to ensure that the teaching of English contributes to the fulfilment of the school’s mission statement.

This policy should be read in conjunction with the following school policies/documents:

  • Reading Policy
  • Handwriting Policy
  • School Guidelines for Reading and Writing
  • Curriculum Policy
  • Assessment Policy
  • Marking and Feedback Policy
  • Special Needs Policy
  • Equal Opportunities Policy
  • Early Years Policy

Rationale

English has a vitally important place in education and society. All the skills of language are essential to ensure our children are able to participate fully in society. It is with this in mind that we endeavour to develop all our pupils’ spoken language, reading, writing and vocabulary as integral aspects of the teaching of every subject. Not only is fluency in English essential for pupils to access the rest of the curriculum, but Literature is hugely important in helping children to engage with different perspectives – shining a light on the world beyond their own immediate experience, culturally, emotionally intellectually, socially and spiritually.

Aims

At St. Bernadette’s Catholic Primary School we use the National Curriculum for English as the basis of our English programme. We are committed to ensuring that all pupils achieve in the key concepts of English, appropriate to their age group. We aim to provide children with an English curriculum and high quality teaching to produce individuals who have a strong command of the spoken and written word, and a love of literature through widespread reading for enjoyment.

Our pupils should:-

  • develop confidence in themselves as skilled communicators, make relevant contributions and learn how to listen attentively to others
  • adapt their speech to a widening range of circumstances and demand
  • develop an interest and pleasure in reading, so they can read independently, understand the meaning and express preferences about their reading
  • read with fluency, accuracy and understanding across a range of texts fiction, non- fiction and poetry
  • understand that writing is essential to thinking and learning across all curriculum areas
  • enjoy writing and see the value of it
  • become independent writers of texts which are grammatically correct, accurately spelled and punctuated and which communicate meaning in narrative and non-narrative forms
  • use planning, drafting and editing processes to improve their written work
  • develop a legible handwriting style in both joined and printed styles with increasing fluency and speed

Provision

English is a core subject of the National Curriculum:

  1. Spoken Language
  2. Reading – Word Reading, Comprehension (both listening and reading)
  3. Writing – Transcription (spelling and handwriting), Composition (articulating ideas and structuring them in speech and writing), Grammar and Punctuation

All pupils take part in a daily English lesson which covers the programme of study set out in the National Curriculum. Extra opportunities for pupils to practise and extend their Literacy skills will be provided and linked to other curriculum areas wherever possible.

The Spoken Language is developed through:-

  • Story telling
  • Describing and listening to events and experiences
  • Speaking and Listening appropriately to different audiences including peers, teachers and other adults
  • Assemblies – present to an audience and be part of an audience
  • Group discussion and interaction
  • Drama and role play activities
  • Reading aloud including Guided Reading and Big Reading
  • Debate and presentation
  • Music
  • Poetry Recital
  • Talk for Writing and Story Box ( Foundation Stage)
  • Cross curricular activities

Reading is developed through:

  • Big reading whole class lessons
  • Using a wide range of books fiction, non-fiction and poetry which are colour banded and allow for a flexible but structured approach
  • Using the Pie Corbett Reading Spine and the Big Reading Book list to support teaching in Literature Lessons
  • Comprehension Lessons supported by the use of Focus Comprehension and Rising Stars Cracking Comprehension
  • A structured programme for the teaching of phonics
  • Providing a print rich environment and interactive displays to stimulate pupils’ reading
  • Sessions of shared and guided reading
  • Sessions of independent reading when pupils have the opportunity to read, enjoy and share texts
  • The involvement of parents, ensuring a home/school commitment to encourage the value of reading
  • Reading Cafes
  • Reading rewards
  • Book Fairs/Book Weeks
  • Ipads – interactive texts

Writing is developed through:

  • The provision of a wide range of purposes for writing, including communication with others, exploring experience and organising and explaining information
  • Providing opportunities to write appropriately for a range of audiences
  • Teaching pupils to use a range of spelling strategies in order to become independent and accurate spellers
  • Teaching pupils to be self critical and to use planning, drafting and editing processes to improve their work
  • Teaching pupils to use a legible style of handwriting and making them aware of the importance of clear, neat presentation in order to communicate effectively
  • Talk for Writing and Story Box

Early Years Foundation Stage ( see EYFS Policy).

Planning

English is a core subject of the National Curriculum and we use the English National Curriculum as the basis for implementing the statutory requirements of the programmes of study for English.

We carry out the curriculum planning in English in three phases – long term, medium term and short term. The National Curriculum for English gives a detailed outline of what we teach in the long term. Each year group designs their own long term plan based on these statutory requirements.

Medium term plans give details of the main teaching objectives for each term and are usually organised into blocks or units. They ensure an appropriate balance and distribution of work across each term. These can be used for short term planning if they provide relevant detail otherwise short term plans are devised at the discretion of the teacher who ensures tasks are appropriately differentiated.

Assessment

Formative Assessment

Teachers integrate the use of formative assessment strategies such as effective questioning, clear learning objectives, the use of success criteria and effective feedback and response to their teaching. Extended pieces of writing are completed regularly which allow teachers to monitor children’s progress and set targets. Exemplification materials are used at the end of Key Stage 1 and Key Stage 2.

Reading behaviours are observed and noted for example in the children’s individual reading records, teacher records, guided reading files. Teachers use the Big Reading Criterion Scales and the school’s guidelines for reading and writing to support their judgements.

Summative Assessment

Pupils are assessed, termly, using the KPI’s. Tests (Rising Stars, PIRA) are used from Year 1 – 6 to assess Reading Comprehension, Grammar, Punctuation and Spelling. Writing is moderated against National Curriculum expectations regularly.

The school’s tracking system is updated termly. National Curriculum tests and teacher assessment are used at the end of Key Stage 1 and Key Stage 2.

Monitoring and Evaluation

The coordination and planning of the English curriculum are the responsibility of the subject leaders. Further responsibilities include:

  • Ensuring colleagues understand the requirements of the National Curriculum
  • Support of colleagues in their teaching by keeping informed about current developments in English
  • Preparing and organising CPD
  • Monitoring and evaluating provision by conducting work scrutiny, lesson observation and assessment data analysis
  • Providing the Head with an annual summary in which the strengths and weaknesses in the English curriculum is evaluated
  • Keep parents informed about issues involving the English curriculum

Resources

Reading Books for individual reading are coloured banded and stored on shelves outside FS2

Guided Reading Books are stored outside Cl.1/Cl.2 and there is a central store of non-fiction books/Big Books on the Key Stage 1 corridor.

A selection of class sets of books to support Big Reading.

Mini Missions – Big Reading

Selection of fiction, non-fiction and poetry books in the classrooms.

Focus Comprehension

Rising Stars Cracking Comprehension

Schofield Grammar and Punctuation Books (Year 1 – Year 6)

No Nonsense Spelling Year 2 – 6

Dictionaries/Text Books in classrooms

Homework

Homework is used to support the teaching of Literacy skills through:

  • Sending reading books home
  • Learning of spelling lists and key words
  • Specific tasks set by teachers to support, extend, reinforce work being undertaken in class
  • Vocabulary Games and activities
  • Reading Games activities
  • Cross curricular writing

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