The Boyle And Petyt Primary School

English

At the Boyle and Petyt Primary School (the School) the teaching of English is prioritised across the curriculum as English knowledge and skills underpin all other aspects of learning and are fundamental to children’s future attainment and success. The English curriculum, gives children opportunities to develop the key skills and knowledge that will enable them to communicate effectively and creatively through oral and written language.

INTENT

The School plans the teaching of English in accordance with the statutory requirements of the National Curriculum, and the Communication, Language and Literacy section of the Statutory Framework for the Early Years and Foundation Stage (EYFS). Through the English Curriculum it is intended that all children will:

acquire clear, fluent and confident speech when speaking or reading aloud and when conversing with others, in a range of contexts;
listen, understand and respond to others appropriately, in a range of contexts;
develop a broad vocabulary for speaking, writing and understanding;
read a range of text types, written by different authors and reflecting different cultures and experiences;
read with increasing fluency, accuracy and understanding;
develop the skills to respond with accuracy and understanding to reading comprehension questions;
learn the age-appropriate rules for spelling, punctuation and grammar set out in the National Curriculum 2014;
write fluently for a wide range of purposes and audiences, using age-appropriate spelling, punctuation and grammar with accuracy;
write with style and effect for a wide range of purposes and audiences showing an accurate use of different figurative devices and literary techniques;
enjoy using the English language to write, speak and perform.

IMPLEMENTATION

All children experience English through their lessons on a daily basis.

In the Early Years Foundation Stage, literacy, communication and language are practised and developed through all aspects of children’s experiences. Daily, focused teaching in reading, phonics and writing promotes the development of key knowledge and skills.

In Key Stage 1, children are taught timetabled lessons which are in addition to the daily phonics lessons. Children are taught English for a minimum of five hours per week. English knowledge and skills also form part of many other areas of learning and are regularly re-visited and re-enforced through the wider curriculum.

In Key Stage 2, children are taught English for a minimum of five hours per week. English knowledge and skills also form part of many other areas of learning and are regularly re-visited and re-enforced through the wider curriculum.

Teaching follows the systematic progression of components set out in the School’s English Progression Maps:

English Writing Progression Map (this incorporate progression of writing genres).
English Punctuation and Grammar Progression Map
English Spelling Progression Map and Whole School Long Term Plan
English Reading Progression Map
English Speaking and Listening Progression Map

More detailed specific learning objectives are set out in the termly Medium Term Plans.

The implementation of the English curriculum takes place through a wide range of activities which include:

Shared reading and writing.
Guided reading and writing.
Discussion and debate.
Instruction and direction.
Independent reading, writing and deliberate practice.
Collaborative learning activities.
Role play and dramatic activities.
Writing opportunities that extend beyond English lessons.
Use of technology.

Lessons take place in the classrooms and also in the wider school grounds.

Lessons incorporate regular opportunities for ‘over-learning’ and regular low stakes testing.

Learning is extended through visitors to the school, school events, national events and educational visits.

Cross-curricular links with other subjects, such as the humanities and ICT, are explored where they add depth to the teaching of this subject.

All pupils, regardless of race, gender or ability, will have equal opportunities to participate in all activities. All pupils are encouraged to reach their full potential through the provision of varied opportunities and teaching is adapted to respond to the strengths and needs of all pupils. Teaching is child-centred and is based upon the pupils’ individual needs to ensure that they are taught effectively. When curriculum planning, opportunities are identified for all pupils to demonstrate their knowledge, understanding and skills. Evaluating lessons helps teachers to identify where changes can be made for future planning and development.

In the School, there are pupils with special educational needs and disabilities (SEND) and pupils of high ability who require support and guidance in different ways. School staff and the School’s Special Educational Needs Co-ordinator (SENCO) closely monitor the needs of all pupils to ensure that they are engaged and supported. Pupils with English as an additional language (EAL) are supported and guided by their teachers as required.

IMPACT

Children’s progress is assessed by the English teachers against the objectives and end points set out in the Progression Maps, the Medium Term Plans and the Writing Assessment Checklists. Lessons include regular opportunities to re-visit prior learning to allow teachers to evaluate the extent to which pupils know and remember more.

Teachers in Key Stages 1 and 2 analyse the data generated by termly standardised testing of reading and spelling, punctuation and grammar. Writing is moderated against the Teacher Assessment Frameworks in KS1 and KS2 and the Writing Assessment Checklists.

Monitoring is carried out by the English Subject Leader through: