Name of Policy - Dallington School Subject Policy English Author Dallington School Date of Last Revision Autumn 2016 EF Date of Board of Governors Approval Autumn 2016 CB Date of Next School Review: Autumn 2020-1 -
Policy for English This Document is a statement of the aims, principles and strategies for the teaching and learning of English at Dallington School. It was initially developed during the summer of 1996 in consultation with teaching staff, classroom assistants and visiting support staff. This policy will be reviewed regularly and revised as necessary in the light of current educational research and the Early Years Foundation Stage (EYFS) statutory curriculum. Aims in teaching English We aim to develop pupils abilities within an integrated programme of Speaking & Listening, Reading and Writing. Pupils will be given opportunities to interrelate the requirements of English within a broad and balanced approach to the teaching of English across the curriculum, with opportunities to consolidate and reinforce taught literacy skills. At Dallington School we aim for: 1 All children to develop the necessary skills to use the English language confidently, appropriately and accurately to the best of their ability. 2 All children to be able to speak clearly, fluently and cogently. 3 All children to be able to listen to the spoken word attentively, with understanding, pleasure and empathy. 4 All children to be able to read a range of materials fluently and with understanding, for enjoyment and for information. 5 All children to be able to write effectively for a range of audiences and purposes, using spelling, punctuation and syntax accurately and confidently. 6 All children to understand the basic language of communication and know its importance as a foundation for almost all the learning which takes place in our school. 7 All children to enjoy the essential requisites for independent learning in most aspects of everyday life. - 2 -
Fundamental Areas of Skills to be developed Speaking and listening Reading Writing Spelling, Vocabulary, Grammar and Punctuation Handwriting Presentation. In the Foundation Stage (Lower Nursery and Upper Nursery) children are given opportunities to: speak and represent ideas in their activities; use communication, language and literacy in every part of the curriculum; become immersed in an environment rich in language, print and possibilities for communication. Building upon the Early Learning Goals at the end of the Foundation Stage, in Years 1 and 2 (Transition) and Years 3, 4, 5, and 6 (Middle School) formal learning of reading, writing, speaking and listening takes place in periods distinctly allocated to this. In addition, informal learning of English goes on throughout the school day and throughout all curriculum areas. There is much cooperative group work but individual support and class teaching are used where appropriate. 1. Speaking and listening Children are provided with a range of opportunities to talk and listen in formal and informal settings. These include: 1.1 the use of drama and role play to explore imagined situations. Children use puppets, items for dressing up, role-play and multi-functional furniture, designed to be used as a shop, a cafe, hairdresser, transport, etc. 1.2 links between language and music exploring rhythm. Children listen to and say rhymes, play games involving - 3 -
rhyming words, clap to rhythms and, apart from daily singing sessions, have regular weekly sessions of percussion and music making from a visiting specialist. 1.3 a regular story time when the teacher or other adult reads aloud to the class. Children are given the opportunity several times a day to listen and respond to a variety of books, rhymes and poems, read by different people. 1.4 class discussion and debate on topical issues. 1.5 news sharing when pupils are encouraged to speak to their assembled classmates. Children are encouraged to bring in items of interest to show and to talk about. 1.6 interviewing carried out as part of a topic or project. Children are encouraged to question visitors or people, such as the firemen, they meet on visits to places of interest. 2. Reading 2.1 The children are provided with a wide range of reading material in their group areas and there are opportunities for the children to select reading material, from this, for information and for pleasure. 2.2 Print is presented to the children in a variety of settings within the classroom. 2.3 From Year 1, the children have regular weekly or fortnightly visits to the local library, to choose books and also to listen to a story being read. 2.4 The children use a selection of structured reading schemes, which are used laterally, so that key words are seen in different books and in different contexts. These books support all the children, until they are capable of independent reading 2.5 The children, who have not yet reached the stage of being able to read independently, have daily one-to-one support. 2.6 The children have a programme of phonics and wordrecognition development in the early years and daily activities encourage the children to learn the phonetic - 4 -
sounds for the letters of the alphabet and identify unfamiliar words. 2.7 The children have a daily period of quiet reading, or looking at books. 2.8 The children are encouraged to respect and care for books. 2.9 There is an established Home-School Reading Project. 3. Writing 3.1 The children are provided with a wide range of contexts for writing (including book making activities) 3.2 The children experience a diversity of fine manual control activities and pre-writing exercises. 3.3 Great attention is paid to the correct formations of letters, using a variety of materials from finger paints to pencils. As the children become more fluent and confident they are encouraged towards independent writing. 3.4 The children are encouraged, through the use of wordprocessors, to experience a form of drafting their work. 4. Spelling, Vocabulary, Grammar and Punctuation 4.1 Children use their knowledge of phonics and are encouraged to use their personal word books. 4.2 Lists of group words are taught. 4.3 Current topic words are listed in the group areas. 4.4 Labels are written by the children. 4.5 Children are taught grammar. 4.6 Children are taught punctuation. 5. Handwriting 5.1 The children have regular teaching and practice sessions. 5.2 Emphasis is placed on holding the pencil and forming the letters correctly. The children are given various - 5 -
opportunities to understand that there is a reason for writing, such as in writing shopping lists, instructions, invitations, letters and to record their news and stories - 6 -
6. Presentation 7. Classroom assistants Policy for English Copies are kept of initial drafts, either in an evidence folder or rough note book. These form the basis either for early identification of difficulties, or to reflect a child s progress of attainment. The final presentation of a child s work is the child s best effort at its current stage of development. 7.1 Classroom assistants help in the classroom by hearing children read in a one-to-one context, or in the reading area, by taking a story-reading session with a small group. 7.2 On outings and visits, they help by fostering discussion and questioning among small groups. 7.3 Classroom Assistants also provide other help, such as support for word-processing and book making. 8. Children with Special Needs in English 9. Homework 8.1 Children with difficulties in learning to read are given extra opportunities for reading with the teacher, or the classroom assistant, in the classroom setting. 8.2 Some children may be withdrawn for extra support by a specialist who works off-site. 8.3 Children with particular ability in English and who work more quickly are extended through the use of a wide variety of reading materials and projects involving speaking and writing. 9.1 This is used to support the children by using: The Home-School Reading Project which involves each child in taking a book home to read every evening. 9.2 Specific tasks set periodically by teachers which may involve completion of work started at school. 9.3 The emphasis is on building upon, and having respect for, the child s home experience and language, developing - 7 -
and extending this in ways which the school is best suited to offer. We aim to facilitate learning by offering adults as positive role models in reading, writing and speaking and by allowing pupils to acquire a vocabulary for talking about language. Acknowledgement of effort is seen in displays of children s work, such as handwritten or word-processed work, in performance, including read or spoken presentations to the class or other groups, improvised or scripted dramatic productions. Reporting to Parents is done informally on a daily and weekly basis, through interviews at the request of the parent or the teacher and annually through a formal written report. The written report for English will focus on each child s progress in reading, speaking and listening and writing. 10. Classroom Resources in English include; 10.1 a class reading library containing fiction, non-fiction, poetry and books made by the children. All children are expected to treat the books with care. 10.2 dictionaries at appropriate levels. 10.3 textbooks, workcards and worksheets to support activities. A selection of papers and guide lines for writing activities. A selection of writing materials. 10.4 the school reading schemes. 10.5 interactive white boards. 10.6 DVDs, CDs 10.7 listening centres. 10.8 computers with appropriate software and printer. 11. External Resources include: 11.1 visitors who discuss their work with the children. 11.2 public libraries, which children visit on a weekly or fortnightly basis, and to which all the children are members. Children are expected to care for the books and return them on time. 11.3 visits to places of interest. - 8 -
11.4 visits to theatres. Policy for English Strategies for Ensuring Progress and Continuity Planning in English is a process in which all teachers are involved. The foundation for curricular planning is the Whole School Development Plan, developed through a process of collaboration between staff, classroom assistants and visiting specialists. Schemes of work for various Key Stages in English are developed by the collaboration with the whole staff who work with children at those stages. Policy development and the production of schemes of work, drawn up by the teachers, are designed to ensure progression and continuity in English throughout the school. The implementation of the scheme of work and in assessment and record keeping activities is discussed during fortnightly floor meetings and is seen to be carried out. Teachers take responsibility for the purchase and organisation of group and central resources for English and are encouraged to keep up-to-date with developments in and disseminate information to colleagues as appropriate. Progress in English is achieved through discussion with the child and through comments which aim to be positive and constructive. Comments on written work are used sensitively and with discretion so that a child can assimilate a limited number of corrections. Formative Assessment is used to guide the progress of individual children. It involves identifying each child s progress in each aspect of the subject, determining what each child has learned and what therefore should be the next stage in his or her learning. Formative assessment is mostly carried out informally by teachers in the course of their teaching. Assessments may well include: hearing children read in a one-to-one context. small group discussions perhaps in the context of a practical taskspecific assignment for individual pupils. individual discussions with the teacher in which children are encouraged to appraise their own work and progress. - 9 -