ENGLISH

 

 

‘One book, one pen, one child and one teacher can change the world.’

Malala Yousafzai

​

At Claines C.E. Primary we believe that Reading and a love of books are at the centre of our lives: ‘‘to learn to read is to light a fire; every syllable that is spelt out is a spark.’ (Victor Hugo)Through reading children can expand their dreams and knowledge and take their lives beyond their everyday experiences. Our curriculum is planned around high quality texts to engage young minds, promote discussion and explore the wonderful world of language.

​

Writing is how we express what we know, feel and imagine: it communicates the spoken word by painting the writer’s voice on the paper. Opportunities we provide need to be purposeful, engaging and allow the child’s imagination and creativity with words to develop. We understand and value that this expression of our thoughts involves discussion, drama, speaking, drafting and editing and is rooted in our love and understanding of what we read. 

​

The interweaving of reading, writing and the spoken word will create the confidently literate voice of the future.

​

We want to ensure all pupils:

• Read with fluency and good understanding: decoding confidently using phonetic knowledge as the primary approach.

• 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.

• Appreciate our rich and varied literary heritage.

• 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.

 

 

​

Teaching and planning is in line with National Curriculum, September 2014 and the Early Reading Framework, July 2021.

​

Children have access to a wide range of reading books, spanning all genres, levelled according to difficulty. Early reading is taught through the systematic decoding of letters and sounds: phonics first. This is taught following the rigorous system of Read, Write, Inc Phonics. A daily phonics and reading session is prioritised, ensuring as children accomplish the phonics code.

​

After this, they then develop strategies and books to develop a wider love of reading.

​

From this, children transition to independent and confident readers, supported with access to Accelerated Reader. This is outlined in our whole school reading progression.

​

Comprehension and understanding is taught through the consistent use of VIPERS. This is across wide range of texts to ensure children’s reading experience is broad and engaging. It is an agreed policy that class teachers will read to their class and independent reading opportunities are provided every day to foster an enjoyment of literature and model good language structures.

​

Writing is taught in line with our writing progression document and our content mapped to our English Progression plan. It is taught with a focus on the development of two key areas:

​

1. Punctuation and spelling: accuracy and independence

2. Composition and effect: varied, effective and appropriate

​

This is taught through two key approaches: Talk for Writing and ‘Slow Writing’.

 

Each classroom has a working display to support the development of English; providing prompts and shared work. All displays ensure they promote development of vocabulary both in English and across the curriculum.

​

We encourage spoken language throughout the curriculum with the use of visual aids such as Speaking and Listening cards and Question Openers which are displayed in all classes. Paired talk is promoted across the school.  All children are encouraged to develop an awareness of audience by being given opportunities to speak to the whole school in class assemblies and drama performances.

​

Cross-curricular links are used, wherever possible, for providing cohesion to learning and audiences for writing.

​

Throughout Key Stage 1 and 2, children take home work focusing on particular grammar or spelling skills.

​

At Claines we teach a cursive script from Year 1.  Younger children are given various opportunities to engage in tasks that develop fine motor skills.

 

 

 

Our aim is for children to be confident readers and writers by the end Y6. We track the percentage of children achieving age related expectations as they move through the school to ensure they will be at least in line with national expectations and we ensure targets are set to challenge individual children.