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.
Reading: we ensure that children:
- Read easily, fluently and with good understanding. Our use of the Monster Phonics programme ensures that children have a strong grasp of phonics as soon as they start school.
- Develop the habit of reading widely and often, for both pleasure and information. Whole class reading further celebrates a passion for reading, modelling reading from a variety of texts as well as focussing on a variety of reading skills - from vocabulary knowledge, inference, prediction, explanation, retrieval and summarising.
- The Accelerated Reader programme further encourages children to read within their zone of proximal development; comfortably decoding text to allow them to focus on a variety of comprehension skills
- Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language. Tier 1 and Tier 2 vocabulary acquisition is supplemented with Bedrock Vocabulary; used in school on Chromebooks and in home-learning.
- Have access to a broad range of fictional and non-fictional texts both, through our central school library and in every class library. A new 'Diverse Read' section of the library allows children to read more diverse themed texts.
Writing: we ensure that children:
- Write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences. We use writing pedagogies such as Talk4writing as a framework for genre specific writing units that allow all children to have sufficient scaffolding support to flourish as writers. It is powerful because it enables children to imitate the language they need for a particular topic orally before reading and analysing it and then writing their own version
- Think of writing as a process made up of five components: — planning; — drafting; — revising; — editing; and — publishing. •
- As effective writers use a number of strategies to support each component of the writing process. For example, planning can be improved through the strategy of goalsetting.
- Know how, when, and why they should use each strategy, practise following feedback.
- 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.