At Springfield Primary School, we are committed to providing our children with a curriculum that has a clear intention and impacts positively upon their needs.
Curriculum statement for the teaching and learning of English 2019/20
When our children leave Springfield we expect them to be avid readers, children who read fluently and widely and are able to express preferences and opinions about the texts that they read. We want them to read for pleasure, having had access to a wide range of text types, genres and authors in order for them to make informed opinions about their favourites. We want to produce children who write with confidence and accuracy for a variety of purposes and audiences whilst developing their own individual flair. We want our children to be able to write with grammatical accuracy and be able to apply spelling patterns correctly using a neat handwriting style. We aim to expose our children to a wide range of vocabulary so that they able to decipher new words and then use them when speaking both informally and formally. We also aim for our children to apply all of these English skills to all areas of the curriculum.
High Expectations, Modelling, Fluency and Vocabulary – All children are expected to succeed and make progress from their starting points.
Teachers teach the skills needed to succeed in English providing examples of good practice and having high expectations.
Children apply English skills with ease throughout all of the curriculum.
Ambitious vocab is taught explicitly and is expected to be applied in everyday situations.
Writing – Our Writing Cycle is based on Pie Corbett’s ‘Talk for Writing’. We teach children to imitate and innovate writing before becoming independent writers with their own writing style.
Class texts – Every class has a high-quality text that is selected from a list of recommended texts. All of the English work is then planned and delivered through the context of this text.
Phonics – We teach phonics through the Letters and Sounds phonics program. It is a systematic, fast paced approach to teaching phonics. The children read decodable books that match their phonics level.
SPAG Spelling and grammar is taught using the AET English objectives. This sets out a clear pathway for progression throughout all year groups. Weekly monitoring allows teachers to spot misconceptions at an early stage.
Accelerated Readers Every child from Y2-Y6 has an accelerated reading book which is at their reading level. The children choose these books independently. An adult checks the suitability of their book when listening to them read.
Cross Curricular Reading and writing is taught across the curriculum ensuring that skills taught in these lessons are applied in other subjects.
Whole school events We celebrate National Poetry Day, Roald Dahl Day, World Book Day and organise termly story weeks.. We also plan whole school writing tasks and sponsored reads’. These bring the whole school together to concentrate on one theme.
Reading for Pleasure Once a day the whole school ‘drops everything and reads’ (DEAR time). This is when the staff read to the children modelling the excitement and expression that story telling brings. We encourage our children to visit the local library and share recommendations to others using book reviews and speaking and listening activities.
PUPIL VOICE Through discussion and feedback, children talk enthusiastically about reading and writing and understand the importance of this subject. They can also talk about books and authors that they have enjoyed and can make reading recommendations.
EVIDENCE IN KNOWLEDGE Pupils can make links between texts and the different themes and genres within them. They can recognise similarities and differences. Children understand the reading and writing process.
EVIDENCE IN SKILLS Children are taught reading and writing progressively and at a pace appropriate to each individual child. Teachers subject knowledge ensure that skills taught are matched to National Curriculum objectives.
OUTCOMES At the end of each year we expect the children to have achieved Age Related Expectations (ARE) for their year group. Some children will have progressed further and achieved greater depth (GD). Children who have gaps in their knowledge receive appropriate support and intervention.