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Trinity

CofE

VA Primary &

Nursery School

English

English Curriculum

Intent

We recognise at Trinity that English has a pre-eminent place in Education and in society. A high-quality English education teaches children to speak, read and write fluently so they can communicate ideas and emotions to others and others can communicate with them. Confident, competent readers develop culturally, emotionally, intellectually, socially and spiritually. Exposure to a range of literature plays a key role in such development. Reading also makes life-long knowledge gatherers and helps children continuously build on what they already know. We believe that all these areas of English are essential for children to grow into active participants in society.

Our intention is that children

  • read with ease, fluency and good comprehension.
  • become habitual readers who read for both pleasure and information.
  • develop and archive a wide vocabulary and an understanding of the conventions of grammar and spelling.
  • experience our rich, diverse literary heritage
  • write coherently and clearly for purpose and audience.
  • use discussion in order to learn. Articulate ideas and understanding in a relevant cohesive way. Unpick misconceptions out loud.
  • are confident speakers and listeners, making formal and informal presentations, speaking in groups and assemblies.
  • are active thoughtful listeners.
  • participate in role-play and drama having opportunities from the early years up to improvise, devise and script drama for each other and audiences.

 

Implementation

Teachers and subject leaders have strong subject knowledge and a clear understanding of how English is taught across the school. Pedagogy is challenged and developed with CPD, weekly learning walks and peer to peer supervision.

Speaking and Listening is a key focus in the School Development Plan with staff training across all key stages already prioritised. Opportunities for children to participate planned carefully.

High quality role-play and drama woven into the greater creative arts policy.

“In the moment planning” used across the early years to provoke speaking and listening opportunities.

Tapestry software is used as a 2- way communication tool with parents who can share live episodes of learning from home. These are shared in “talk-time.”

Story-time (using a range of fiction and non-fiction texts – big books, ebooks, extracts and whole class reads enable children to show their understanding of books.

High-quality small world and de-constructed role-play used to develop language skills.

Performances small and large-scale are part of the school year.

Systematic, carefully planned teaching and assessing of synthetic phonics with a cycle of assessment and review in place as each phase of phonics is taught.

Reading material and resources carefully filed and matched to phonic phase.

Phonics workshops for parents as well as tutorials on Tapestry to reinforce correct articulation.

Consistent terms used for the concepts of language learning (word classes – according to stage) Glossary of terms up in each class.

Devon Library service subscription used to resource, manage and collate book collections. School library designed to promote a love of reading. Lending software to be installed to enable borrowing system.

Effective transcription of ideas taught through the promotion of all mark-making and writing across the Early Years and beyond. Writing for purpose and audience promoted, encouraged and rewarded. Real life context used as well as a library of creative stimulus.

Kinetic Letters handwriting programme purchased and training booked. This is a whole school approach to posture, physical development and letter formation to develop speedy, legible handwriting.

 

Impact

Summative and formative assessments show achievement and progression at or above ARE across all pupil groups.

English is actively promoted and celebrated in all forms across the school.

Children view themselves as “public speakers, readers and writers.”

Children are rigorous and systematic in reviewing and editing their own writing.

Children can articulate preferences for genres and written styles.

We as a staff are committed to make sure that children are ready for the next stage of their education.

 

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