Subject Intent

A high-quality education in English will teach pupils to speak, read and write fluently so that

they can communicate their ideas and emotions to others. English is both a subject in its own right and the medium for teaching across all subjects; for pupils, understanding the language provides access to the whole curriculum. We believe that fluency in the English language is an essential foundation for success in all subjects and our teachers develop pupils’ spoken language, reading, writing and vocabulary as integral aspects of the teaching of every subject.
Through our English curriculum, we aim 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.

Key areas of Knowledge

• 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 inference skills for reading, writing and spoken language
• are competent in the arts of speaking and listening
• 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
• form letters and joins correctly to develop a neat cursive handwriting style
• be exposed to spelling patterns and rules

How the subject is taught

See below for phonics, spelling, handwriting and reading.

English lessons are taught over 5 days mainly taught by the class teacher. Units can last from 1 week to 4 weeks depending on what needs to be covered.

Units comprise of poetry, fiction and non-fiction.

Grammar will be taught through units but explicitly if needed.

Where appropriate and if the link is strong enough some English units will be taught cross curricular.

What we see in classrooms

• Every class has a Working Wall- displaying key vocabulary, modelled/shared writing, spellings from the class spelling lists

How learning is recorded

• KS1 and 2 pupils have English books, which are used to record all learning.  Work should be in books for most lessons to demonstrate learning.

Phonics

Spelling

Handwriting

Reading

Nursery

Autumn-Letters and Sounds Phase 1

Spring/Summer term-

RWI set 1

x

• Mark making opportunities
• First names
• Pencil grip and pencil control

Listen to stories

Join in with nursery rhymes

Reception

RWI set 1/2/3- ongoing assessment of chn- grouped by outcome

• Spelling key words

• Letter formation during phonics
• Writing area
• Mark making opportunities
• Teacher led writing focus 1x weekly

• RWI Ditty books 1:1 reading
• Phonics flash cards
• Sight words

Year 1

• RWI set 1/2/3 (initial assessment to determine groups)
• Phonics Screening check

Twinkl spelling scheme

• Introduction to weekly spelling rule
• Activities 3x weekly

Weekly spelling test

• Letter formation during phonics
• 1x weekly independent handwriting practice

• RWI reading scheme

Year 2

RWI set 1/2/3 for those who didn’t pass screening check

Twinkl spelling scheme

• Introduction to weekly spelling rule
• Activities 3x weekly
• Weekly spelling test

• Spelling practice
• 2x weekly handwriting session

• RWI scheme for Below ARE
• ORT reading books for ARE/ARE+
• Whole class reading 1 x weekly
• Small group reading 6:1
• 1:1 for below ARE 2 x weekly

Year 3

X

Twinkl spelling scheme

• Introduction to weekly spelling rule
• Activities 3x weekly
• Weekly spelling test

• Spelling practice
• 2x weekly handwriting session

• Whole class reading 1 x weekly
• Small group reading 6:1
• TA support for below ARE plus some interventions
• Individual reading books banded
• Class/library Books to be borrowed

Year 4

X

Twinkl spelling scheme

• Introduction to weekly spelling rule
• Activities 3x weekly

Weekly spelling test

x

• Whole class reading 1 x weekly
• Small group reading 6:1
• TA support for below ARE plus some interventions
• Individual reading books banded
• Class/library Books to be borrowed

Year 5

x

Twinkl spelling scheme

• Introduction to weekly spelling rule
• Activities 3x weekly

Weekly spelling test

x

• Whole class reading 1 x weekly
• Small group reading 6:1
• TA support for below ARE plus some interventions
• Individual reading books banded
• Class/library Books to be borrowed

Year 6

x

Twinkl spelling scheme

• Introduction to weekly spelling rule
• Activities 3x weekly

Weekly spelling test

x

• Whole class reading 1 x weekly
• Small group reading 6:1
• TA support for below ARE plus some interventions
• Individual reading books banded – still needs to be sorted

Class/library Books to be borrowed –still needs to be sorted