RICHARD WAKEFIELD C.E. (VC) ENDOWED PRIMARY SCHOOL ENGLISH POLICY Version Control Date Version Review Date 11/2015 1 03/05/2016 1 06/2017
RICHARD WAKEFIELD C.E. (VC) ENDOWED PRIMARY SCHOOL ENGLISH POLICY Member of staff responsible: A Wiles Date policy written: Autumn 2015 Date approved by the full Governing body: May 2016 Date to be reviewed: June 2017 Introduction This policy document is a statement of the aims, principles and strategies for the teaching and learning of English developed at Richard Wakefield C.E. Primary School. This policy will be reviewed on a yearly basis to ensure relevance, effectiveness and practicality. English contributes to the school curriculum by developing pupils abilities to speak, listen read and write for a wide range of purposes using their language to learn and communicate ideas, views and feelings. It is our view that the pupils in the school should be taught in a safe, secure and stimulating environment enabling them to all to achieve their potential in the areas of English regardless of their circumstances, gender or ethnic background. This policy will highlight the schools approach to English through the use of the SFA (Success For All) reading and writing program. Whilst also underlining what Years 5 and 6 role in English is as they do not take part in this program. This policy will take note of the schools approach to inclusion and will recognise both the content and the purpose of the policies on Dyslexia and Special Educational Needs in all practice. All children will have their individual learning needs recognised in the implementation of this policy. Aims To develop pupils confidence in themselves as skilled communicators, to make relevant contributions and learn how to listen attentively to others. To enable pupils to adapt their speech to a widening range of circumstances and demands. - 1 -
To develop pupils interest and pleasure in reading so that they can read independently, understand the meaning and express preferences about their reading. To ensure that pupils read with fluency, accuracy and understanding across a range of texts, both fiction and non-fiction. For pupils to enjoy writing and to see the value of it. To provide stimulating opportunities for pupils to be creative writers of texts, which are accurately spelled, punctuated correctly and which communicate meaning in narrative and non-narrative forms. To develop pupils understanding that writing is essential to thinking across all curriculum areas. To enable pupils to use the planning, drafting and editing processes to improve their written work and sustain their writing of fiction and non-fiction. To adhere to the school s Handwriting Policy (see Handwriting Policy). To enable pupils to use non-fiction and non-literary texts in order to access information for themselves, including ICT based information texts. For pupils to be able to use ICT as an effective means of communication and an effective tool for learning. To set suitable and challenging learning tasks. To respond to pupils diverse learning needs. Organisation and Methodolgy English is a core subject of the National Curriculum. The fundamental skills, knowledge and concepts are set out in English in the National Curriculum where they are categorised into three attainment targets: Spoken Language Reading Writing Success For All as part of the English Policy Kinder The SFA Kinder Programme gives children the opportunity to use a mixture of Letters and Sounds through the Kinder phonics programme, which begins in Reception. By incorporating a systematic synthetic phonics programme, using specially-developed stories, we aim to ensure that children enter Year 1 with basic language, literacy concepts and skills and the social skills, self-reliance and confidence necessary to succeed in primary school (SFA website). Roots The SFA Roots Programme gives children the building blocks to become successful readers. Using a systematic, synthetic phonics programme, which has been endorsed by the Rose Review, children gain confidence in their ability to apply their knowledge to the reading process. - 2 -
Literacy Roots' daily programme is built around four basic components: 1. FastTrack Phonics 2. Colourful mnemonic pictures (to help memory) are integrated with alliterative phrases (words that start with the same letter/sound e.g. cool cat), sounds and letter cues to provide phonemic awareness and phonics instruction. Entertaining puppets, chants, and games add fun to the fast-paced instruction that is designed to review and introduce sounds and their written representations. 3. Vibrant story books engage children to practise their decoding, fluency and comprehension skills. The teacher presents new vocabulary and then guides pupils as they read the decodable story with their partners. Higher-level thinking skills are targeted in whole-class discussion to stimulate children s oral language and cognitive development as they become confident, enthusiastic readers. Story Telling and Retelling (STaR) 4. Shared Stories - a collection of forty-eight books, both fictional and non-fiction text, are read interactively with children as part of the daily lessons. Using partner talk and response, teachers model and practise the early skills of predicting, clarifying and questioning to support the development of effective reading strategies. Wings The SFA Wings programme exposes children to carefully selected literature covering all the different genres to develop their skills as effective readers. The aim of the Wings programme is that by the end of Year 6 children have a love of reading and are able to question and clarify their understanding of any text. Aim of Literacy Wings: To give children a love of reading and create fluent and confident readers by the end of Year 6, well-able to clarify and question a range of texts. Literacy Wings: Support and challenges both basic and more competent readers Develops their skills through reading a wide range of carefully selected literature including fiction, non-fiction and poetry In most cases children read the whole book The books are supported by well-thought-out, structured teaching materials that stimulate discussion about the text The five levels of materials include detailed daily lesson plans for teachers, pupil materials that support them Assessment opportunities are built into the teacher s lesson plans. - 3 -
Marking and Feedback All work is to be marked using the school s basic marking code see Marking Policy. Extended pieces of writing to be developmentally marked to enable children to revisit and edit; either by responding to a prove it target or written teacher feedback (green pen). Children will be encouraged to respond to this in a different colored gel pen. Speaking and Listening Spoken Language will be developed through: Story telling Describing and listening to events and experiences Speaking and listening appropriately to different audiences including peers, teachers and other adults Speaking and listening appropriately in a variety of contexts across the curriculum Group discussion and interaction Drama and role-play activities Reading aloud Debate and presentation Worship and music. Reading Reading is developed through: Using a wide range of both scheme and non-scheme books which allows for a flexible but structured approach Pupils having access to a wide range of literature and non-fiction texts in school Providing a print rich environment and interactive displays in order to stimulate pupils reading Regular and focused library sessions Sessions of shared and guided reading occur multiple times a week Sessions of independent reading when pupils have the opportunity to read, enjoy and develop stamina of reading as well as sharing texts with other pupils and adults The involvement of parents, in and out of school, thereby ensuring a home/school commitment to the encouragement and value of reading The holding of book fayres The use of collective worship. - 4 -
Writing Writing is developed through The provision of a wide range of purposes for writing, including communication with others, exploring experience and organising and explaining information. The provision of opportunities to practice a wide range of forms of writing, including argument, diary entry, letter, narrative, poetry, reports, persuasive writing and play scripts. Providing opportunities to write appropriately for a range of audiences. Teaching pupils to be self-critical and to use planning, drafting and editing processes to improve their work. Teaching pupils to use a range of spelling strategies in order to become independent and accurate spellers. Teaching pupils to write with correct grammatical structure where they are able to explain grammatical rules. Cross Curricular (whole school) Work in Spoken Language, Reading and Writing is integrated throughout English and through all other curriculum areas and the links between these are made explicit to the pupils. English skills are seen as the media through which pupils learn and they are drawn on extensively in other subject areas. Homework is also used to support the English Curriculum. Pupils with special needs Pupils with diverse learning needs are provided through: Teachers planning for the pupil s full participation. Setting high expectations. Providing opportunities for all pupils to achieve. Creating effective learning environments. Providing equality of opportunity through teaching approaches. Setting learning targets. Appropriate intervention. Allowing pupils access to specialist equipment and approaches where necessary. Continuous consultation with and involvement of parents. Assessment (see Assessment Policy) - 5 -
Planning Planning for English is done at three levels: 1. Whole school planning, a yearly overview of when units will be covered and how these fit in with other curriculum areas (long term). 2. Year group planning to cover each term (medium term). 3. Individual teacher s planning weekly plans (short term). Monitoring and Evaluation The Headteacher, reading co-ordinator and writing co-ordinator manage a programme of monitoring and evaluation of the teaching and learning in the school through: The implementing of a monitoring cycle. The monitoring of medium and short term planning. Lesson observations. Staff consultation. Book monitoring. Analysis of attainment results. Scrutiny of teacher assessment. Monitoring of standards in writing through curriculum targets. The Role of the Co-ordinator The co-ordinator will: Conduct regular discussions with staff about their professional development needs in the delivery of the National Curriculum. Target issues that occur, on a whole school basis, through staff meetings and designated INSET days. Provide support, using a range of possible methods, if staff members have particular needs or concerns. Monitor planning. Develop appropriate assessment arrangements, including records. Oversee and monitor end of Key Stage and end of year assessments. Co-ordinate the purchase of resources and be responsible for their organisation. Approved by Governors 3 rd May 2016-6 -