Southfields Primary School. English policy

Transcription

1 Southfields Primary School English policy Believe in yourself, Value others, Be proud of your achievement, Smile, shine, be happy. Date agreed: March 2015 Date for review: March 2017 The school has previously been guided by the National Literacy Strategy since September 1998 but now follows the New Primary Framework for This policy, having been presented to, and agreed upon by the whole staff and Governors, will be distributed to: All teaching staff School governors A copy of the policy will also be available in: The staffroom The Head s office The English Co-ordinator s file School web site The Key Stage 2 foyer. This will ensure that the policy is readily available to visiting teachers, support staff and parents. 1. Introduction and subject definition Language is fundamental to human experience. It is necessary to the way we think and communicate and it is the principal means through which we learn. English in school is the development of these language skills, promoted specifically through the English curriculum. Also the whole curriculum supports language improvement through cross curricular links as an inclusive school ethos.

2 2. Aims and Objectives The language programme we offer at Southfields has the following aims: General Aims To use all aspects of language (verbally and written) to explore, explain and communicate matters of interest and significance about themselves and the society which they are a part of. To prepare for life beyond school by being effective, confident communicators in order to interact in a variety of situations. To take pleasure in their own use of language and that of other people. To be aware that language has diversities of purpose, audiences and dialects. To be aware of the need to inter-relate all areas in order to improve the quality of work. The Spoken Curriculum To develop the oral, written and listening skills needed to communicate effectively in a variety of situations and with different audiences across the school curriculum and beyond. To teach children to use language to create particular effects. To enable children to respond sensitively and appropriately to various situations, matching style to audience. To understand and appreciate the diversity of spoken language. To discuss work with adults and peers as a means of self-improvement. Reading To become enthusiastic, responsive and knowledgeable readers with a level of competence to meet the needs of adult society. To read a variety of genres with fluency and flow when reading aloud. To acquire the skills needed to locate and use information effectively and in conjunction with the school s non-fiction library. To be able to use a variety of strategies to work out unknown words. To use a systematic phonics system from EYFS up to Year 6 to decode a range of vocabulary. To be able to respond to different styles of text using discussion, explanation, inference, deduction, analysis, comparison, contrast and prediction. To create a stimulating reading environment. To enjoy reading and set aside time to develop their enjoyment. To read for pleasure. To read aloud to children to model the reading process and to provide access to a variety of texts. To be independent in their reading for a range of purposes including activities which do not require an adult.

3 Writing To take pride in written work and have a desire to improve. To be able to write for a variety of purposes and for a variety of audiences with appropriate vocabulary. To develop an understanding of basic spelling rules and grammar and to appreciate how language is used and adapted in life beyond school. To encourage the development of a neat, legible, handwriting style and to take a pride in the presentation of their work. To be able to reflect on their own writing and that of others. To use and understand a wide variety of grammar and punctuation rules. To enjoy writing a variety of fiction and non fiction genres. Children should have the confidence to express themselves as listeners, speakers, readers and writers in order to achieve their individual potentials according to ability. 3. Curriculum Organisation Year group teachers have weekly meetings to plan lessons linked to the National Curriculum. Various sources for planning units of work are used, as listed in the resources section. Work is differentiated for different ability groups, and Additional Literacy Support is used for specified underachievers in years 2, 3 and 4. We have small group English work from EYFS up to year 6. We also have Further Literacy Support for specific pupils in year Continuity and Progression See English framework 5. Time Allocation Children are taught an English focus (primarily writing and reading) for approximately an hour each day. There are an additional 20 to 30 minutes which are allocated to phonics, guided reading and dictation. Moreover, 20 to 30 minutes per week are dedicated to handwriting. We also incorporate Additional Literacy Support groups for children in years 2, 3 and 4 who achieved level 2c in the national tests or who are a year behind in their reading age but who may be able to achieve level 4 in English by the time they reach year 6. This will involve groups of four or five children working with a specified adult three days a week and with their teacher once a week during the independent task time of the English lessons, using the materials supplied. Additional time (approximately two hours) is spent on reading, comprehension, extended writing skills and spelling.

4 6. Teaching and Learning Strategies The spoken curriculum Speaking is so much a part of everyday life that its development can be taken for granted. Talk facilitates the exchange, collaboration, elaboration, enhancement and evaluation of ideas and information. It allows the investigation of facts and encourages immediate feedback. At Southfields, the children are actively encouraged to speak through an interactive curriculum which supports the V.A.K. learning styles. Children are presented with a variety of opportunities to discuss, explain, describe, narrate, predict, reason, persuade and instruct in all areas of the curriculum. They work collaboratively and learn from each other as they communicate ideas. The atmosphere in classes is such that children feel secure and speak freely knowing that their contribution will be listened to and valued. Opportunities to develop this area include: Circle Time Class assemblies Christmas / end of term performances Group reading (e.g. guided reading or Lighthouse sessions) Relaying messages Drama Shared text and word/sentence level work Group tasks Debates Show and Tell Poetry presentations Reading a class story Use of puppets Talking partners Debate Oral storytelling Poetry performances. Although the spoken aspects of the English Curriculum are important, the importance of listening is still accentuated to the children. The child needs to speak but he needs to listen too. He learns to speak through listening and listening is where language begins. Joan Tough Focus On Meaning Ways in which children can listen effectively are: Through shared text work Through word and sentence work Using class stories and poetry During group discussions and planning By developing an auditory understanding of life around them Through asking questions and responding to suggestion.

5 Phonics Phonics is a fundamental tool to support the children s skills in decoding. Without the necessary strategies, children are unable to access a text to comprehend it. Phonics sessions are part of Reception and Key Stage One s daily practice at Southfields and it should be taught as an independent session beyond English lessons. Children need the scaffolding of high-quality phonics; each 20 minute lesson should be differentiated in to the correct phases according to the children s individual need. As a result of the Year one screening test (which is a statutory phonics test set by the government for children annually), Southfields has purchased practice papers for this test; they contain a range of real and nonsensical words. In school, each year group has access to Nicola Byrne s publication of Phonics Planning book and CD-rom which contains step-by-step daily session plans and resource. The text is based on the Government s Letters and Sounds initiative and provides session plans for all of the correct phases. In addition to the Phonics planning book, Southfields has invested heavily in to the Phonics Bug scheme by Pearson. Each teacher will have an individual login where they can access online Phonics lesson plans and resources as well as many books and teacher learning handbooks. Within key stage 2, additional phonics sessions are planned in where necessary. In middle school, this can be whole class sessions if needed and smaller group sessions in upper school. Reading Reading is a necessary life skill which is celebrated and cherished at Southfields. The reading of stories meets a basic need in children. It helps to bring their experiences into perspective as they can experience joy, horror, laughter, fear and pleasure. They are gaining knowledge of the world beyond their immediate surroundings. Children s reading should sometimes be stretching their capabilities and at other times effortless. They should read independently and have read to them, a wide range and variety of texts in order to become more experienced readers regardless of ability. They need to use their reading for a variety of purposes and in different ways: at length for pleasure and through skimming and scanning to pinpoint exact information. In order to achieve this at Southfields we - We read for pleasure, enjoy and value reading and communicate this to the child. Guide children in their selection of books, broadening a child s reading experience. Diagnose weaknesses and endeavour to remedy them. Focus on both decoding and comprehension skills. Explain phonics strategies to decipher unknown words. Keep a check on progress and provide further opportunities to practice. Praise success at every stage. Encourage parents to share a book with the children. Provide opportunities for parents to see all the areas of reading in practice by staging curriculum evenings. Provide parent workshops to provide support at home.

6 In attempting to achieve these aims, time is allowed daily for reading activities. These may be group reading, story listening, referencing, individual sustained reading and sessions where they dip into various books in the reading area. Reading books are colour-coded according to the Ginn coding system with added guidance from the Nasen list. Adding paperbacks within the coded system provides breadth. An example of a record sheet is attached. Children are encouraged to take their reading home each night to share with a parent or other adult. They have a reading record book, which should be signed each time they read, and any helpful comments can be written in the space provided. Moreover, home resources such as Bug Club have been purchased to motivate readers and provide a link between achievements at home and at school. The study of English helps children understand how language works by looking at its patterns, structures and origins. Using this knowledge, pupils can choose and adapt what they say and write in different situations in order to become good communicators. Writing Successful reading is the key to successful writing. The two are closely linked. During the process of writing, we aim to enable pupils to: Enjoy writing and the understanding and use of language. Recognise that writing has a clear purpose. Write for a range of real or imagined purposes. Write in recognisable genre and text types. Become increasingly reflective on their writing process and the writing process of others. Explore and communicate with confidence and enjoyment. Have control over the conventions of written Standard English. Experiment with different forms of presentation. Be able to learn through brainstorming, constructing webs and by sharing and discussing ideas. Be able to plan, edit, draft, redraft and present work neatly. To promote clear handwriting in a unique cursive style. To apply the spelling and phonics rules within written work. To be able to identify and apply common rules for grammar and punctuation. During the writing process, we aim to enable pupils to recognise that: Writing is a process that can be continually improved. Writing should meet the needs of real or imagined audiences. Writing is linked to reading models. Writing should be celebrated. Writing occurs beyond the English curriculum and is a necessary life skill.

7 Implementation There are various approaches to teaching and developing writing. We often teach writing skills retrospectively through marking and feedback. The curriculum aims to teach skills and knowledge in a progressive and structured way. English lessons provide opportunities for teaching writing and are in shared, guided and independent work. Where to plan writing tasks Shared writing is best when all pupils have access to expert modelling, knowledge and explanation. Guided writing is best when some pupils have support to apply principles in their own work. Independent writing is best when pupils are reasonably able to apply their skills. Shared Teacher models writing for pupils. Teacher acts as a scribe. Pupils are encouraged to share ideas with the teacher. Directly teaches pupils and increases pupil knowledge. Whole class activity. Guided Reinforces skills and knowledge taught in shared sessions. Supports pupils in their application of skills and knowledge at a level according to group ability. A second chance to revisit teaching from the shared session. Acts as scribe for collaborative activity. Discuss work as pupils write. Supports individuals as they write in the form of a writing conference. Independent Investigate and consolidate writing. Time to apply and demonstrate skills/practice taught. A one-off task or part of a series. Handwriting The development of a neat, fluent, legible handwriting style is important to promote a pride in the presentation of work. At Southfields we use the Nelson style of writing and the support materials within that scheme. Continuous progression from EYFS up to Year 6 takes place based on the following stages: - 1. Formation of individual letters with flicks ready to join. 2. Joined letter strings. 3. Joined whole words. 4. Gradually lengthening pieces of joined writing. 5. Joined writing for all work. It is best if left-handed children are seated on the left of a pair of children and have all tools necessary to support their handwriting improvement.

8 If a child continually practises incorrectly, it will become very difficult to correct habits of grip, posture, paper-positioning and letter formation. At Southfields we endeavour to develop opportunities to practise handwriting and all of these aspects should be carefully demonstrated from the outset. We have a whole school handwriting competition in the Spring term to encourage and promote the school style. Prizes are awarded for the two best entries in each year and certificates are given to every child who takes part. Spelling We use a variety of techniques to support children in their learning of spelling conventions. These include: Use of the Look, Cover, Write, Check strategy which encourages a visual, whole-word approach. Grouping words with patterns. Discussing common spelling rules and their exceptions. Recognising rules and patterns as stated in the National Curriculum. Thinking of short words within long words. Learning irregular words especially key words and vocabulary. Discussions of their own attempts at spellings within their spelling logs. Class teaching of common errors. Using dictionaries and spelling checkers (ICT). Use phonic schemes throughout the school to link phases and progress. Children take a weekly list home and parents are encouraged to help their children to learn using the Look, Cover, Write, Check method. Children are tested each week with flashback sessions periodically to check retention of spelling rules and conventions. Support is given when necessary to the children with issues in their acquisition of English and spelling through S.E.N. provision. 7. Resources Reading scheme materials Literacy World materials Big Books Reference Library and School Library Service books Nelson Spellings Nelson Handwriting Photocopiable worksheets Various teacher support books available near the photocopier Various sets of textbooks on shelves in the main corridor Spelling Bank Nelson Spelling Scheme Folens Spelling Scheme Teacher created lists where appropriate Own spelling logs Internet Phonics Bug Bug Club Guided reading books Bug Club online NGRT assessments

9 8. Contribution to other areas of the curriculum English is central to teaching and learning and is a basic life-skill to be developed used across all areas of the curriculum and in the world beyond the school environment. It is essential to maintain continuity and consistency of approach in all aspects of English. 9. Health and Safety The general teaching requirement for health and safety applies in this subject. See whole school Health and Safety Policy for details. 10. Equal opportunities All teaching and non teaching staff at Southfields are responsible for ensuring that all children, irrespective of gender, ability, ethnic origin and social circumstances, have access to the whole curriculum and make the greatest possible progress. All children have equal access to the English curriculum and its teaching and learning throughout any one year. Day to day monitoring of the English Policy and the provision of equal opportunities in English is the responsibility of the class teacher. General monitoring is the responsibility of the English coordinator, the senior leadership team (SLT), the head and deputy head teacher. See whole school policies on equal opportunities. Teaching English to children with special needs All children should have access to a broad balanced curriculum which includes English. Provision for children with S.E.N in relation to English is the responsibility of the class teacher, support staff and S.E.N co-ordinator as appropriate. See S.E.N policy for further details. 11. Community Links We have a Family English Group which runs in school and involves parents working alongside their children. Visits to the local library are also encouraged. We have visiting drama groups and various school productions through the year to which certain community groups are invited. We run workshops for parents. These target specific areas according to the needs of the school. As a result, specific parents may be invited to attend.

10 12. Assessment Recording and Reporting Assessment is built into planning and is based on the A.P.P. grids as well as the National Curriculum level descriptors. A piece of written work is undertaken and assessed each half term based on the type of work covered, i.e. fiction or non-fiction. Reading is assessed through observations and responses using the A.P.P. grid. As part of the national statutory assessments, the children in year 2 and year 6 are required to sit the end of key stage tests. According to year group, the arrangements for this varies (see the relevant published document). Within year 1, the children are required to sit a phonics screening check to ensure that they meet the national phonics standards. If the children do not pass it in year 1, they are able to resit the test the following year. Children are also assessed on their listening skills as well as use of the English language via the A.P.P. Speaking and Listening grids. National tests are undertaken by all years in the Summer Term and teacher assessments are made for each attainment target. Reading scores are obtained from the Salford Reading Test (for decoding) and the N.G.R.T. (comprehension) at the beginning of each term and Spelling ages are obtained from the Schonell test. These are recorded on the child s individual pupil profile. Parents receive information on their child s progress on two parent evenings in the Autumn and Spring terms, as well as via an annual report in the Summer term. Staff welcome the opportunity to speak to parents at any pre-arranged time to discuss specific problems. There is also further communication with parents through the reading records and home school diaries. 13. Review and Monitoring The English co-ordinator will be responsible for monitoring the teaching, planning, delivery and assessment of English in order to inform future planning and resources. Develop schemes for implementing English throughout the school, including spelling and writing, will be assessed as to their value in the further development of our skills as teachers and learners after an initial trial period. 14. Professional Development Various courses are offered locally for Teachers and Learning Support Assistants. These are to be found in the Professional Development File which arrives in school during the Autumn Term. This will be linked to school improvement and individual targets for the forthcoming year. Feedback from courses is given at staff meetings and there are opportunities for cascading information to other members of staff. Inset can also be based on one person s attendance at a course where the content is relevant to moving the school forward in a more modern approach.

11 15. Policy Review A review of the policy or parts thereof will be on-going and all members of staff in school are encouraged to discuss and contribute ideas for improvements to the implementation of policy and practice. The policy will be closely linked to the School Improvement Plan. 16. Useful contacts/web sites The primary consultant for the Peterborough area is Lesley Kelly. Inclusion statement We ensure access to the curriculum at an individual level through appropriate differentiated materials to support ability level. Further support is available from classroom assistants and the S.E.N. co-ordinator.