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ENGLISH

Our English Subject Leaders are: Mr Nicklin, Mrs Robinson and Mrs Holden

INTENT:

At Disley Primary School we believe that a quality English curriculum should develop children’s love of reading, writing and discussion. We aim to inspire an appreciation of our rich and varied literary heritage and a habit of reading widely and often. We recognise the importance of nurturing a culture where children take pride in their writing, can write clearly and accurately and adapt their language and style for a range of contexts. We want to inspire children to be confident in the art of speaking and listening and who can use discussion to communicate and further their learning.

 

We believe that children need to develop a secure knowledge-base in English, which follows a clear pathway of progression as they advance through the primary curriculum. We believe that a secure basis in literacy skills is crucial to a high quality education and will give our children the tools they need to participate fully as a member of society.

 

IMPLEMENTATION:

Classroom organisation:

We teach English as whole class lessons, so that all children have access to the age-related skills and knowledge contained in the National Curriculum. Within lessons, teachers and teaching assistants offer targeted support to enable all children to achieve at an age-related level wherever possible. This may involve a greater level of scaffolding and access to additional support materials such as scaffolded materials, Word Banks or a greater level of modelling. Children are given opportunities to extend their writing in a variety of ways, including through showing greater control in their writing, a deeper understanding of the impact that their writing has on the reader and by using a higher level of vocabulary and grammar features.

 

Spellings:

Spellings are taught according to the rules and words contained in Appendix 1 of the English National Curriculum. In EYFS and KS1, spellings are taught in small groups through phonic sessions. In KS2, Teachers focus on a spelling rule per week for children to practise at home. These spellings go home and the children complete a range of tasks independently to reinforce the learnt spelling patterns.

 

Grammar and Punctuation:

Grammar and punctuation knowledge and skills are taught through English lessons as much as possible. Teachers plan to teach the required skills through the genres of writing that they are teaching, linking it to the genre to make it more connected with the intended writing outcome. Teachers sometimes focus on particular grammar and punctuation skills as standalone lessons, if they feel that the class need additional lessons to embed and develop their understanding or to consolidate skills.

 

English Lesson Sequence:

Each year group have a yearly overview of the writing genres, both narrative and non-fiction, that they will teach. These have been planned to ensure correct coverage of the key genres as well as build on skills from year to year. Units will take between two and four weeks to complete, and the outcome of each unit will be an Extended Write which will be used to assess the pupil’s skills against the agreed success criteria. Every narrative unit is linked to a carefully chosen text that acts as a stimulus for teaching the identified text, word and sentence level features that children will be expected to include in their extended writing outcome for that unit. A WAGOLL – What a good one looks like – is created based on the stimulus text and supports pupils to identify and mimic the identified features in their own writing. Non-fiction units are also taught through a quality WAGOLL that may be based on a stimulus text or may be related to another curriculum area.

 

Marking and Feedback:

Feedback and marking should be completed, where possible, within the lesson. All marking and feedback is given in line with our marking and feedback policy.

 

Summative Assessment:

Summative assessments will be entered into the EAZMAG system each term. Teachers will use their professional judgement alongside year group assessment grids to determine whether a child is working within age-related expectations, above or below. They will base their judgements on the quality of the extended write that pupils produce at the end of each unit, and determine to what extent pupils have met the agreed success criteria for that genre of writing.

 

IMPACT:

  • Pupils will enjoy writing across a range of genres
  • Pupils of all abilities will be able to succeed in all English lessons because work will be appropriately scaffolded
  • Pupils will have a wide vocabulary that they use within their writing
  • Pupils will have a good knowledge of how to adapt their writing based on the context and audience
  • Pupils will leave primary school being able to effectively apply spelling rules and patterns they have been taught
  • Parents and carers will have a good understanding of how they can support spelling, grammar and composition and home, and contribute regularly to homework
  • The % of pupils working at ARE within each year group will be at least in line with national averages.
  • The % of pupils working at Greater Depth within each year group will be at least in line with national averages
  • There will be no significant gaps in the progress of different groups of pupils (e.g. disadvantaged vs non-disadvantaged)
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