Curriculum Intent for English
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 and through their reading and listening, others can communicate with them. 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.
We aim to ensure that all pupils:
Vocabulary development
The cultural capital obtained through becoming an articulate user of a wide and rich range of vocabulary is one of the key drivers underpinning our wider curriculum. Interwoven through all areas of the curriculum is a determination to support pupils develop confidence and fluency in using a wide range of vocabulary in a wide range of contexts, including vocabulary as ‘multi-contextual’ (tier 2) and subject specific vocabulary such as accurate mathematical and scientific (tier 3). This will expand the vocabulary choices that are available to pupils when they write, and enable them to understand the meanings of words they meet in their reading across all subjects and develop an interest and enjoyment in language.
Implementation
The identification and teaching of Tier 2 and Tier 3 vocabulary is actively planned for across the school.
Tier 3 language is linked to topic themes within relevant subject areas, as well as mathematics, science, computing and R.E. Tier 3 vocabulary is specifically taught and is mapped across the school through planning, and topic and subject related glossaries, to ensure progression and high expectations.
Appropriate Tier 2 language is identified within the vocabulary rich texts which are used to support learning across the school. Vocabulary is prioritised for discrete teaching on the basis of ‘utility’ i.e. which vocabulary is likely to have the greatest impact on levels of articulacy.
From Reception to Year 6, linked to our two-year rolling topic programme, vocabulary rich, age-appropriate whole class texts are mapped against each topic theme. These texts are used to support many aspects of teaching in literacy and include archaic language, non-linear time sequences, narrative complexity, figurative/symbolic text and resistant text.
Reading & Writing
Reading: Implementation
The teaching of reading across the school consists of two dimensions; word reading & comprehension (both listening and reading).
The learner as a reader is taught & encouraged to;
Writing: Implementation
The teaching of writing across the school consists of two dimensions; transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech and writing).
The learner as a writer is taught & encouraged to;
Phonics & Grammar
A secure phonic knowledge is key to children’s success as both readers and writers.
In Reception and then into Years 1 & 2, children’s learning in phonics and grammar is based on the Jolly Phonics & Jolly Grammar programmes.
Jolly Phonics is a child centred approach to teaching literacy through synthetic phonics. It is taught using multi-sensory methods with actions for each of the 42 letter sounds. The sounds are taught in a specific order (not alphabetically) which enables children to begin building words as early as possible.
Complemented by Jolly Grammar, which is introduced from Year 1, Jolly Phonics provides a thorough foundation for teaching literacy over each child’s first three years in school.
Jolly Phonics teaches children the five key skills for reading and writing.
The Jolly Grammar programme underpins teaching in grammar in Years One & Two, with elements of the programme continued into Key Stage Two for those children who we assess as likely to benefit from this. By teaching key essential grammar rules, it helps children bring diversity to their writing and improve their spelling in a structured way. Jolly Grammar teaches a wide range of language forms including the parts of speech, plurals, punctuation, and the tenses past, present, and future. It explores aspects of literacy such as sentence structure, antonyms and synonyms, and dictionary work. It also teaches a wide range of spelling rules, including defining aspects such as the short vowels.
Spoken Language
Spoken language underpins the development of reading and writing. The quality and variety of language that pupils hear and speak are vital for developing their vocabulary and grammar and their understanding for reading and writing. Through developing their skills and ability in spoken language and listening, pupils are enabled to communicate their understanding and clarify their thinking, as well as organise their ideas for writing.
Implementation
Through our curriculum, the learner as a speaker & listener is taught to…
These approaches underpin learning in a way that enables pupils to reinforce and build upon prior learning, make connections and develop subject specific language.
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 and through their reading and listening, others can communicate with them. 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.
We aim to ensure that all pupils:
- 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.
Vocabulary development
The cultural capital obtained through becoming an articulate user of a wide and rich range of vocabulary is one of the key drivers underpinning our wider curriculum. Interwoven through all areas of the curriculum is a determination to support pupils develop confidence and fluency in using a wide range of vocabulary in a wide range of contexts, including vocabulary as ‘multi-contextual’ (tier 2) and subject specific vocabulary such as accurate mathematical and scientific (tier 3). This will expand the vocabulary choices that are available to pupils when they write, and enable them to understand the meanings of words they meet in their reading across all subjects and develop an interest and enjoyment in language.
Implementation
The identification and teaching of Tier 2 and Tier 3 vocabulary is actively planned for across the school.
Tier 3 language is linked to topic themes within relevant subject areas, as well as mathematics, science, computing and R.E. Tier 3 vocabulary is specifically taught and is mapped across the school through planning, and topic and subject related glossaries, to ensure progression and high expectations.
Appropriate Tier 2 language is identified within the vocabulary rich texts which are used to support learning across the school. Vocabulary is prioritised for discrete teaching on the basis of ‘utility’ i.e. which vocabulary is likely to have the greatest impact on levels of articulacy.
From Reception to Year 6, linked to our two-year rolling topic programme, vocabulary rich, age-appropriate whole class texts are mapped against each topic theme. These texts are used to support many aspects of teaching in literacy and include archaic language, non-linear time sequences, narrative complexity, figurative/symbolic text and resistant text.
Reading & Writing
Reading: Implementation
The teaching of reading across the school consists of two dimensions; word reading & comprehension (both listening and reading).
The learner as a reader is taught & encouraged to;
- be secure in their phonic knowledge and how to use this to decode unfamiliar words.
- recognise an ever-increasing range of familiar written words
- read fluently
- understand extended prose (both fiction and non-fiction)
- taught to read with purpose, recognising that there are different types of text and adapting their approach to reading accordingly
- actively engage as a reader, adjusting their approach to ensure understanding, e.g varying pace re-reading sections if meaning is lost.
- read for pleasure across a wide range of fiction and non-fiction
- use reading to support their acquisition of knowledge and vocabulary across all subjects.
Writing: Implementation
The teaching of writing across the school consists of two dimensions; transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech and writing).
The learner as a writer is taught & encouraged to;
- spell quickly and accurately through a knowledge and understanding of phonics, word structure, spelling patterns and word recognition
- develop the stamina and skills to write at length, with accurate spelling and punctuation using legible, correctly formed and (eventually) speedy handwriting. Children are taught to use ‘joined’ handwriting from Reception onwards.
- develop, articulate and communicate ideas, organising them coherently for a reader, with clarity, awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar.
- use grammar correctly, building on what they have been taught to expand the range of their writing and the variety of the grammar they use.
- write fluently across a range of genre, mapped within our curriculum overview, including narratives, explanations, descriptions, comparisons, summaries and evaluations
- plan, revise and evaluate their writing
Phonics & Grammar
A secure phonic knowledge is key to children’s success as both readers and writers.
In Reception and then into Years 1 & 2, children’s learning in phonics and grammar is based on the Jolly Phonics & Jolly Grammar programmes.
Jolly Phonics is a child centred approach to teaching literacy through synthetic phonics. It is taught using multi-sensory methods with actions for each of the 42 letter sounds. The sounds are taught in a specific order (not alphabetically) which enables children to begin building words as early as possible.
Complemented by Jolly Grammar, which is introduced from Year 1, Jolly Phonics provides a thorough foundation for teaching literacy over each child’s first three years in school.
Jolly Phonics teaches children the five key skills for reading and writing.
- Learning the letter sounds: Children are taught the 42 main letter sounds. This includes alphabet sounds as well as digraphs such as sh, th, ai and ue.
- Learning letter formation: Using different multi-sensory methods, children learn how to form and write the letters.
- Blending: Children are taught how to blend the sounds together to read and write new words.
- Identifying the sounds in words (Segmenting): Children are taught the 42 main letter sounds. This includes alphabet sounds as well as digraphs such as sh, th, ai and ue.
- Tricky words: Tricky words have irregular spellings and children learn these separately.
The Jolly Grammar programme underpins teaching in grammar in Years One & Two, with elements of the programme continued into Key Stage Two for those children who we assess as likely to benefit from this. By teaching key essential grammar rules, it helps children bring diversity to their writing and improve their spelling in a structured way. Jolly Grammar teaches a wide range of language forms including the parts of speech, plurals, punctuation, and the tenses past, present, and future. It explores aspects of literacy such as sentence structure, antonyms and synonyms, and dictionary work. It also teaches a wide range of spelling rules, including defining aspects such as the short vowels.
Spoken Language
Spoken language underpins the development of reading and writing. The quality and variety of language that pupils hear and speak are vital for developing their vocabulary and grammar and their understanding for reading and writing. Through developing their skills and ability in spoken language and listening, pupils are enabled to communicate their understanding and clarify their thinking, as well as organise their ideas for writing.
Implementation
Through our curriculum, the learner as a speaker & listener is taught to…
- Listen carefully and attentively in a range of contexts
- speak clearly and convey ideas confidently using Standard English
- justify ideas with reasons
- ask questions to check understanding;
- develop vocabulary and build knowledge
- negotiate; evaluate and build on the ideas of others
- select the appropriate register for effective communication.
- give well-structured descriptions and explanations
- develop their understanding through speculating, hypothesising and exploring ideas.
- Use and explore the spoken word in a range of contexts, including presentations, debates and drama
These approaches underpin learning in a way that enables pupils to reinforce and build upon prior learning, make connections and develop subject specific language.
Please click on the icon below to view the English Programmes of Study for Key Stages 1 & 2
| primary_national_curriculum_-_english_220714.pdf |