Primary Intent for English
The main intention of our English curriculum is to deliver the cornerstone curriculum, the foundations on which all other curriculum areas are built upon, which is accessible to all and maximises the outcomes for every child. We intend that every child leaves school with a confident readiness embellished with the literary tools required to become effective communicators of society. Our intention is that the learning of English is creative and rich through the discussion and analysis of reading and writing.
As a result of our intention, at Gildredge House our aim is to:
- Ensure that as teachers, we use a varied and appropriate range of strategies, to deliver an inclusive curriculum for students of all abilities and needs, including those with SEN and more able students.
- Provide all students with the opportunity to read, write and speak with confidence, fluency and listen appropriately and with understanding.
- Enable students to have an understanding of the sounds and spelling system and to use it to read and spell accurately.
- Ensure students have fluent and legible handwriting by the time they leave the Primary phase.
- Develop students’ understanding in order that they are able to write in a range of genres in fiction and poetry, being familiar with some of the ways in which narratives are structured through basic literary ideas of setting, characters and plot and use and be able to write a range of non-fiction texts.
- Develop planning and editing skills in order that students can control their own writing.
- Develop a suitable technical vocabulary through which students can understand and discuss their reading and writing.
- Encourage an interest in books so that students read with enjoyment and develop an ability to evaluate and justify their preferences.
- Develop their powers of imagination, inventiveness and critical awareness through reading and writing activities.
- Set targets to encourage high achievement from all students, appropriate to their ability.
Implementation of English at Gildredge House
At Gildredge House, we passionately believe that the strands of English – reading, writing and GPS – go hand-in-hand. Therefore, in our approach to the delivery of our implementation, we have decided to collaborate the three as one. The writing is made better primarily by rich reading, and the areas outlined by GPS are supported by making links with the texts in which the children are exposed to. We strive for excellence through the merging of these strands and ensure there is an equal balance in the delivery of each.
- We intend for the English teachers to deliver with passion and infectious enthusiasm through first-class storytelling, immersing the children in vocabulary-rich learning environments.
- Our teachers pay careful attention to the cohorts in the school and tailor their teaching and learning to meet the needs of the children in the lesson.
- English lessons are fresh and move continually with the ever-changing publications that become available. Through the exploration of authentic high-quality literature and carefully selected stimuli, we intend that all children from Foundation Stage to Year 6 are provided with many opportunities to develop and apply their writing skills across all areas of the curriculum through adopting and adapting published examples to support their own independence within the skills of English.
- Children are taught to read texts as a reader and as a writer, putting on their metaphorical analytical hats when a rich text is exposed to them.
- Through intricate modelling supported by the finest of exemplars, children will become top-notch literate community members.
- All children will read 1 to 1 with an adult at least once a week.
- All classrooms have access to an Information Station which the children are able to locate non-fiction texts.
- We expect family at home to read these books with their child daily and make comments in their child’s reading record.
- English lessons occur daily at Gildredge House and, as the cornerstone to the rest of the curriculum, teachers are mindful that English skills are encompassed across all areas of learning and ensure that a piece of writing in History covers English skills, though not to the detriment of the History skills.
- We ensure that the teaching of writing is purposeful, robust and shows clear progression for all children. Not only is the finalised published writing purposeful, but children are taught to make the content of writing purposeful too. Each sentence is carefully constructed, keeping the reader in mind from beginning to end.
- Children are encouraged to mix in their learned grammar and punctuation skills to accompany their creative writing skills, ensuring that the finished piece of writing is well-constructed technically and imaginatively.
- Teachers use their working walls effectively showing the process of writing with toolkits visible to the children. Appropriate grammar and punctuation flipcharts may well be highlighted to encourage the children to use these features as they best suit the writing genre of the week.
- At Gildredge House we use the Department of Education approved document ‘Letters and Sounds’ and Jolly Phonics actions for our teaching of early reading and spelling. This allows our phonics teaching and learning to be progressive. As the children start Reception they will continue to build on their listening skills and are introduced to Phase 2 which marks the start of systematic phonics work. They have discrete, daily phonics sessions where they revise previous learning, are taught new graphemes/phonemes, practise together and apply what they have learnt. Through Letters and Sounds, all children are taught and exposed to the 44 phonemes that make up all the sounds required for reading and spelling, regardless of their starting point. Children work through the different phases and as they grow in confidence and experience, they are introduced to alternative ways of representing the same sound.
- In Years 3-6, our focus on teaching spelling embraces the knowledge of spelling conventions, patterns and rules. We promote the learning of spellings, through the use of multi-sensory strategies, including combining the teaching of spelling and handwriting. Our teaching of spelling includes common exception words, high frequency words, statutory words and personal and topic spellings in an investigative and explorative manner. Our children are taught explicitly how to use a dictionary in order to investigate word meaning, origins and spellings. Spellings are sent home weekly for the children to practise.
English inside the classroom
I looked up through the twisting branches and saw…
A mystery house!
Please refer to the English Intent, Implementation and Impact Statement for further information.