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Curriculum Overview – English

At Edlesborough School we seek to educate, stretch and challenge every child. The teaching of English is structured around the National Curriculum and the Early Learning Goals (EYFS). A wide range of resources are used to enhance delivery of quality first teaching. Wherever possible, a cross-curricular approach is utilised, which means that opportunities are taken to make links with other curriculum areas. For example, this could be writing a set of instruction to make a product in Design Technology or writing a diary entry or letter from a particular character studied in History.

Speaking and Listening

At Edlesborough School we continually seek to support and promote pupils’ confidence and competence in spoken language. Fluency in spoken language enables children to express their ideas and feelings and underpins the development of reading and writing.

Wherever possible, we aim to use interactive teaching strategies to engage all pupils to practise their speaking and listening skills in a range of situations. Children regularly use talking partners and discussion groups to progress their understanding and learning. All adults in school model spoken language and encourage children to speak in full sentences at all times.

Reading

The opportunities, organisation and provision for the teaching and learning of reading are as follows:

 

Guided Reading- Early reading skills are taught in reading sessions in Reception and Year 1. From Year 2, a class text is used as a basis to develop comprehension and enjoyment of reading.

 

Independent Reading – Children have a variety of opportunities to read silently during specific times within class. Each class visits the school library to provide an opportunity to change their books on a weekly basis.

 

Phonics - Phonics is taught through Letters & Sounds and is taught daily to all children in EYFS and KS1, and where necessary in KS2.

 

Reading to Children and Hearing Children Read -Teachers also take time to read class novels and model reading for pleasure. It is important that children enjoy reading and also have the opportunity to experience books from classic and modern classic authors. Teachers, teaching assistants and volunteers regularly hear children read. The school has recently introduced the Better Reading Partners scheme.

 

Reading Interventions - A range of interventions are used to ensure that all children leave Edlesborough School as fluent readers. This includes phonic and spelling intervention groups for children in KS1 and KS2 and reading comprehension interventions for KS2 children.

 

Resources – A book banded reading scheme operates across the school (see the table below) which comprises of a range of different schemes. Children work their way through the bands and then become free readers. All banded books used by children in KS1, and by some in KS2, are phonically decodable and children are placed on the band according to their phonic knowledge.

 

Edlesborough School Progression in Reading

 

Assessment

Book Band Colour

Approximate Reading Age

Guide to Average Year Group

Approximate Phonics Phase

Year R Emerging

Pink

 

 

R

Phase 2

Year R Expected

Red

Age 5

 

R/Year 1

Phase 3

Year R Exceeding

Year 1 Emerging

Yellow

Age 5.5

R/Year 1

Phase 3/4

Year 1 Emerging

Blue

Age 5.5 – 6

 

Year 1

Phase 4/5

Year 1 Emerging

Green

Age 5.5 – 6

 

Year 1

Phase 5

Year 1 Expected

Orange

Age 6 - 6.5

 

Year 1/Year2

Phase 5/6

Year 1 Expected/Exceeding

Turquoise

Age 6 - 6.5

Year 2

End of Term 1

Phase 5/6

Year 1 Exceeding

Year 2 Emerging

Purple

Age 7 - 7.5

Year 2

Phase 6

Year 2 Expected

Gold

Age 7.5 - 8

Year 2

End of Term 3

Phase 6

Year 2 Expected

Year 2 Exceeding

White

Age 7.5 - 8

Year 2/Year3

N/A

Year 2 Exceeding

Year 3 Expected

Lime

Age 8 – 8.5

Year 3

N/A

Year 4 Expected

Brown

Age 8.5 – 9

 

Year 4

N/A

Year 5 Expected

Grey

Age 9 – 9.5

 

Year 5/Year 6

N/A

Year 6 Expected

Navy

Age 9.5 – 10

 

 

 

 

Maroon

Age 10 – 12+

 

Black

Age 12+

 

 

 

 

Communication with Parents – Each child has a reading record book which logs the books which they have read and comments on their reading. Parents and teaching staff write in this book. Children are encouraged to read at home every day and reading records are checked in school to see that this has occurred.

 

Guidance for Parents

 

Writing

English lessons are taught in mixed ability groups for at least an hour each day. Increasingly we are seeking to develop a literature led curriculum where texts or extracts from texts are used as a stimulus for quality writing. The teaching of writing includes learning about different genres and their individual characteristics enabling the children to write fluently in a variety of styles. The emphasis is on writing for purpose and audience. Writing lessons also include the technical aspects of spelling, grammar and punctuation required by the National Curriculum.

 

Opportunities, organisation and provision for the teaching and learning of writing are as follows:

 

Phonics – In KS1 teachers provide daily Phonic sessions of 20 minutes; in KS2 this is delivered by specially trained teaching assistants

Morning Activity- Stimulus pictures are used to promote enquiry and debate and develop deduction and inference skills.

  1. in KS2- Spelling is taught by word/sound group and is tested once every week. The look, cover, write and check method is used to help develop pupils’ spelling skills. Spellings are sent home to learn on a weekly basis. Within exercise books, teachers do not mark every word spelt incorrectly but will highlight a few (the choice of which words to correct will depend on the child’s ability and the purpose of the writing) and then children will correct these during the following session.

Grammar – Grammar is taught discretely as well as through the text being studied. This develops the children’s composition skills and focuses on sentence organisation, vocabulary and punctuation and is differentiated according to individual children’s targets.

Poetry- Aspects of poetry are taught in each year group and are often linked to cross-curricular themes or national competitions.

Emergent writing - In Reception and Key Stage 1 children are given regular opportunities to write freely within a particular genre and across the curriculum. This gives them the opportunity to become emergent writers.

 

Modelled Writing/Independent Writing -Each piece of work includes an opportunity for modelled and independent writing. Modelling of writing is an important part of the drafting and editing process and supports comprehension and vocabulary development. There are also daily opportunities for independent writing throughout the other curriculum areas.

 

Talk for Writing – Children of all ages are encouraged to verbalise sentences before they record them in writing. This is done through paired discussion, with a talk partner or an adult, and helps children to compose grammatically accurate sentences.

 

Handwriting -The school has adopted a cursive handwriting script and this is taught and reinforced regularly within children’s school books and also through discrete weekly handwriting sessions.

 

Targets - Teachers provide writing targets for each pupil. Each child will have a personalised target which will enable their writing to move forward. These are referenced within teacher’s marking across the curriculum, and children regularly review their personal targets.

 

Marking - Work is marked and assessed in line with the Feedback Policy.

 

Guidance for Parents

Next 200 High Frequency Words

 

 

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