English Curriculum Statement
- For English to be stimulating, relevant and aspirational.
- Children to develop a love of reading.
- Children to become adventurous writers.
- Children to understand the reasons for what they are learning so they become confident readers & writers who enjoy what they are learning.
- Children to have a rich and varied vocabulary which they can use in context.
- For all learners to achieve.
- For children to be competent at spelling.
- Writing is taught using the Talk for Writing approach.
- Writing has a context and is purposeful. Writing is often linked to other curriculum areas.
- We find hooks for learning that excite, engage and inspire. We have a hook at the beginning of each ‘Talk for Writing’ unit.
- Word aware (FS) and Vocab Ninja (Y1-6) are taught daily and enable children to develop a rich and varied vocabulary. Links to this learning can be found in other areas of the curriculum to ensure it is contextual and embedded.
- Grammar is taught from years 1-6 using the ‘Rainbow Grammar’ strategy.
- Phonics lessons taught daily in Foundation Stage and Year 1. These lessons are clear, structured and consistent and follow the letters and sounds programme.
- In Years 2—6 spelling is taught using the ‘Read, Write, Ink’ programme.
- Pre and post teaching interventions are provided where necessary and feedback is given immediately where possible.
- There is clear progression in teaching, learning and expectations throughout the years.
- There are well resourced, phase appropriate reading books from Foundation to year 2.
- There are well resourced and age related reading books for KS2.
- Children develop a love of reading and choose to read for pleasure evident in pupil interviews, learning walks and book reviews displayed in library.
- Children can answer a variety of question types about a text. Evidence in book scrutiny, FFT planning and displays with children’s work.
- Children are writers and use a wide range of interesting and adventurous vocabulary. Evidence in displays, book scrutiny and independent writing journals.
- Children are competent spellers and have strategies to support their spelling as seen in spelling competitions, assessments and book scrutiny for application
- Children have a broad range of vocabulary. Evidence found in books.
- Knowledge is retained and can be seen in independent writing, reading/grammar/spelling assessments and book scrutiny.
- Clear progression of skills across year groups. Evidence in LT/MT Planning, coverage of genres, book scrutiny.