English

English Intent

Intent

At Clifton Hampden C.E Primary School, we recognise the crucial importance of studying the English language. Improved performance at reading, writing and spoken language will enable our pupils to express their thoughts and ideas more fluently, accurately and, ultimately, to their greater satisfaction. This will also help them to deal more successfully with other curriculum subjects, while enriching their lives beyond school. The teaching and learning of language skills are, therefore, given a high priority in our school and where possible the wider curriculum.

Our overarching aim for English is 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.

The National Curriculum for English aims for all pupils to:

• 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

At Clifton Hampden C.E. Primary School we encourage all children to become independent learners and be confident in all strands of learning. The children will be given opportunities to speak in a variety of contexts and learn to listen to and value the views of others.

Impact

• Pupils will enjoy writing across a range of genres
• Pupils of all abilities will be able to succeed in all English lessons because work will be appropriately scaffolded
• Pupils will have a wide vocabulary that they use within their writing
• Pupils will have a good knowledge of how to adapt their writing based on the context and audience
• Pupils will leave primary school being able to effectively apply spelling rules and patterns they have been taught
• The % of pupils working at ARE within each year group will be at least in line with national averages.
• The % of pupils working at Greater Depth within each year group will be at least in line with national averages
• The will be no significant gaps in the progress of different groups of pupils (e.g. disadvantaged vs non-disadvantaged)

Implementation

Reading: (For Early Reading see Phonics Intent)

As children complete the phonics programme, they move to a comprehension-based approach to the teaching of reading where the reading content domains are more explicitly taught.

Writing

Classroom organisation: We teach lessons through the use of high-quality texts to engage and immerse children in language and structure. We teach English as whole class lessons, so that all children have access to the age-related skills and knowledge contained in the National Curriculum. Within lessons, teachers and teaching assistants target support for those who need it to enable them to achieve at an age-related level wherever possible. This may involve a greater level of scaffolding and access to additional support materials such as Writers Toolkits, Word Banks or a greater level of modelling. Rapid learners are given opportunities to extend their writing in a variety of ways, including through showing greater control in their writing, a deeper understanding of the impact that their writing has on the reader and by using a higher level of vocabulary and grammar features. 

Spellings: Spellings are taught according to the rules and words contained in Appendix 1 of the English National Curriculum. 

An example of punctuation progression from Year 1 to Year 6.

• Year 1: use finger spaces; begin to use capital letters, full stops, question marks and exclamation marks. Also capital letters for names and the personal pronoun ‘I’.
• Year 2: Consolidate from Year 1; introduce commas to separate items in a list; apostrophes to show singular possession and contraction where letters are missing eg ‘don’t’.
• Year 3: Consolidate from Year 2; inverted commas to punctuate direct speech.
• Year 4: Consolidate from Year 3; use of inverted commas and other punctuation for direct speech eg a comma after the reporting clause. Apostrophes to show singular and plural possession; commas after fronted adverbials.
• Year 5: Consolidate Year 4; parenthesis shown by brackets, commas and dashes; commas for clarity.
• Year 6: Consolidate Year 5; use of the semi-colon and dash to show the boundary between independent clauses eg It’s raining; I’m fed up. Colon to introduce a list and semicolons within a list; punctuation of bullet points; hyphens to avoid ambiguity.

How can I support my child with English?

1. Promote a love of reading by sharing books together. Discuss the impact on you as the reader. Develop the ability to give opinions and listen to others. As a parent be ‘caught reading’ to be a good role model. Seize opportunities to read for a purpose e.g. in the supermarket, road signs, window posters etc.
2. Provide opportunities for your child to practise their phonics/spelling homework. Be creative e.g. making words in the environment; making word pyramids or spelling stairs; rainbow writing; use fancy letters of different fonts; saying your words in a silly voice; cheer leading chants. There are lots of ideas on our 'spelling menu'.
3. Find opportunities for your child to write for different purposes e.g. a letter or email to grandparents; shopping lists, recipes, little notes; making little books and stories; keep a diary.
4. Celebrate your child’s work and achievements at every possible chance. Promote taking pride in their work e.g. good handwriting to make it easy for the reader.