English

Proverbs 22:6

“Start children off on the way they should go, and even when they are old, they shall not turn from this.”

Intent

At St. Michael’s we deliver an exciting, innovative English curriculum which enables and empowers children's written and oral communication and creativity. English teaches children to speak and write fluently, so that they can communicate their ideas and emotions to others. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spirituality. Reading is fundamental to learning, and our teachers are passionate about developing a love of literature throughout the school, as well as promoting the key skills of word reading and comprehension.

By the end of Year 6 pupils will:

• 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
• 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

Early Years Building Blocks

Communication and Language:

• Listening, Attention and Understanding ELG: Listen, respond, question and converse appropriately.
• Speaking ELG: Discuss, explain, express ideas and use vocabulary from stories, rhymes and poems.

Literacy:

• Comprehension ELG: Retell stories and narratives, anticipate key events, use recently introduced vocabulary during discussions and role play.
• Word reading ELG: Say a sound for each letter of the alphabet and at least 10 digraphs, read words and simple sentences using phonic knowledge.
• Writing ELG: Write recognisable recognisable letters, spell words by identifying sounds and write simple phrases and sentences.

Implementation

At St. Michael’s Primary School, we teach English by following the ‘Literacy Tree.’ ‘Literacy Tree’ is a complete, thematic approach to the teaching of primary English that places children’s literature at its core, immersing the children in a literary world, and creating strong levels of engagement. We provide meaningful and authentic contexts for primary English. Children become critical readers and acquire an authorial style as they encounter a wide range of significant authors and a variety of diverse fiction, non-fiction and poetry.

Our whole-school approach provides complete coverage of all National Curriculum expectations for writing composition, reading comprehension, grammar, punctuation, and vocabulary, as well as coverage of spelling. ‘Literacy Tree’ texts are mapped out to ensure progression, and pupils have access to a rich and stimulating range of texts in which to apply their developing abilities and increased fluency. We advocate an appreciation for our rich and varied literary heritage as well as a determination to inspire our pupils to broaden their own reading choices.

For early readers, we have a synthetic and systematic phonics scheme: ‘Bug Club.’ Phonics teaching is in daily, short, teacher-led interactive sessions and reading books are matched to phonics progression.

Links will be made to other areas of the curriculum including computing, humanities, science and religious education.

Impact

The impact on our children is clear: progress, sustained learning and transferrable skills. Assessments are a key aspect of our process; they need purpose, and are used to gauge achievement as well as opportunities for ‘next steps’. Formal assessments for reading, spelling and grammar are carried out termly, alongside extended writing tasks. Shorter ‘Assessment for Learning’ and ‘Flashback’ activities are used in lessons to revisit areas of the curriculum and address misconceptions: ‘Exit Passes’, ‘3 in 3’ grammar questions, ‘Early Morning Work’, ‘Fix It Time’ prompts and ‘Pupil Voice’.

All of these formative and summative assessment tools are utilised to inform whole school tracking of attainment and progress. They are used within termly ‘Pupil Progress’ meetings after being entered onto the ‘Sonar’ tracking system. Planning lessons and interventions are informed by these assessments, and constructive marking is linked to personalised learning. Outcomes at St Michael’s is in line with the Essex and National average, if not above.

Progression Documents