English
Vision
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Our vision for English ensures every pupil is supported to become confident, resilient and independent learners, who can communicate their own ideas well. Our vision is to enable children to: |
Intent
Our curriculum closely follows the aims of the National Curriculum for English 2014 and are embedded across our English lessons to enable all children to:
- 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
- write clearly, accurately and coherently, adapting language and style for a range of contexts, purposes and audiences
- use discussion in order to learn, showing an ability to elaborate and explain clearly their understanding and ideas
Research repeatedly highlights that knowledge of language, including linguistic of knowledge of vocabulary and grammar are prioritised to enable progression and precision in knowledge of vocabulary, grammar and language forms and usage.
Implementation
English is taught over multiple lessons every day and has the most time dedicated to it of any curriculum area. As well as daily reading lessons, English (writing) lessons and discrete teaching of spelling and handwriting, the teaching of English is embedded across the curriculum.
Reading
Once children have completed the RWI programme, they are supported on their reading journey through our implementation of Reading Mastery 5. This uses texts more challenging than the child’s independent reading level book band to ensure every student is introduced to new vocabulary and that the greatest possible progress in reading occurs.
At Broad Oak, we are passionate about promoting a love of reading throughout school. As a member of the local English Hub we are working in close collaboration with them to change and improve our provision for reading for pleasure, on our journey of ongoing improvement. Each day, staff read aloud to children in a daily 'whole class read' session in which we all simply stop to enjoy a quality text - this is very well received by all. These books are displayed on classroom doors so all children know what books are being read around school. Each classroom and shared teaching spaces have warm and welcoming book areas, fitted with a wealth of age appropriate texts for children and staff to enjoy. We use the local Library Service's book boxes to suppliment our books in school, meaning that children have new texts regularly to enjoy. Reading at home is of great importance, and parents are encouraged to read with their children multiplpe times a week, return their book bag and log to school daily so staff can check in on how children are reading at home.
Writing
We deliver our teaching of writing by using the National Curriculum outcomes. A range of high-quality fiction, non-fiction and poetry is chosen for each year group, with cross-curricular links wherever possible, giving children purposeful and inspiring stimuli for writing. Handwriting and spelling, which are also taught in short discrete sessions, are another focus within English lessons. Special events and competitions, such as World Book Day, author visits and poetry competitions, are used to enrich our love of reading, writing and performing literature.
Impact
Children are confident when encountering new vocabulary in their reading, and including it in their writing. Outcomes of work in both English and topic books evidence the high expectations of written work and selecting cross-curricular texts supports this writing as well as competencies across the curriculum. Children write successfully across a range of forms and adapt their writing considering the purpose and audience.
Based on children's own indivdual starting points, they make good progress towards meeting the end of key stage outcomes.
| English leaders |
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Miss Fisher-Marsh Mrs Gorman Mr McGowan |
| Look at our learning... |
EYFS
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Year 1
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Year 2
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Year 3
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Year 4
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Year 5
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Year 6
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Literacy in EYFS
ELGs
The EYFS ‘Early Learning Goals’ state that children at expected level of development when assessed at the end of reception will:
- Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary;
- Anticipate – where appropriate – key events in stories;
- Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play.
- Say a sound for each letter in the alphabet and at least 10 digraphs;
- Read words consistent with their phonic knowledge by sound-blending;
- Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.
- Write recognisable letters, most of which are correctly formed;
- Spell words by identifying sounds in them and representing the sounds with a letter or letters;
- Write simple phrases and sentences that can be read by others.
English in Key Stage 1 and Key Stage 2
National Curriculum
The National Curriculum for Literacy aims 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
- have an interest in words, their meanings and acquire a wide growing vocabulary for reading, writing and spoken language.
- 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.
Phonics/ Early Reading
Please see our seperate RWI Phonics page for more information on phonics and early reading.
Reading Mastery 5
Day 1: Text Talk (Fluency activities + Genre features)
Teacher modelling expert reading
Discuss genre and features
Summarise text
Day 2: Word Detectives (Fluency activities + vocabulary)
Echo reading (children copy the teacher’s intonation)
Discuss words which the children do not understand and clarify definitions to broaden children’s vocabulary
Day 3: Rapid Retrieval (Re-read + Retrieval questions)
Choral Reading (teacher misses out a word and children complete)
Answer questions to retrieve information from the text to show comprehension
Day 4: Thinking Caps (Re-read+ Inference/deduction)
Reading to a partner, using pointers/line trackers
Answer questions going beyond the literal information to gain a better understanding of the writer’s intentions
Day 5: Comprehension (New text: Timed practice)
Unseen text, which children answer independently to allow children to apply skills learned during the week and prepare for summative assessment.
Handwriting
At Broad Oak, we use Nelson Handwritng to support our teaching of handwriting. Handwriting is taught in descrete lessons twice a week, aswell as a daily importance being placed on this, in every lesson - due to our high standards and expectations. Handwriting lessons are delivered with clear objectives and progression throughout school. Nelson Handwriting offers a flexible, whole-school solution for mastering handwriting, grammar, comprehension and spelling.
- Prepares children for the SATs and National Assessments, with curriculum-matched resources and practice test papers.
- Includes effective assessment, with regular check-ups to keep children on track.
- Offers clear adaptation, with extra support for children who need it and challenge and stretch for high achievers.
