English

Intent
At Park Mead, our aim is that all children enjoy English and are confident to read, write and express themselves. By the time the children leave us at the end of Year 6, they should:

• be able to read fluently and with good understanding
• have developed the habit of reading widely and often, for pleasure and information
• have acquired a wide vocabulary and an understanding of standard English grammar
• have been exposed to a wide variety of books, stories and poems
• be able to write clearly, accurately and coherently, adapting their language and style for a range of contexts, purposes and audiences
• be able to use discussion in order to learn, listening carefully to others and articulate their own ideas
• be competent in the art of speaking and listening, performing and making formal presentations to a range of audiences

Implementation

Reading
We teach phonics and early reading following the Little Wandle Letters and Sounds scheme in Reception, Year 1 and in to Year 2. Starting in Year 2, reading is taught in whole class reading lessons. These lessons are based on a novel, which will be read in its entirety over the course of a term or half term. Lessons based on non-fiction texts and poetry linked to the themes of the novel form an integral part of the planning and take place regularly throughout each unit of work.
Reading for pleasure is also a key part of our reading curriculum. Children visit the library every week to choose books to take home and in KS2, children have access to the library at lunchtimes. The library is also open after school on Tuesdays and Thursdays for parents to visit with their children.
There is a whole school reading spine in place identifying key books which will be read to the children in each year group. These books are primarily to be read for pleasure, ensuring that children are exposed to a wide range of books so they can develop a love of stories and reading. Class teachers may also choose to refer to them or draw on them as examples when teaching writing.

Writing
We want our children to become confident and enthusiastic writers. In order to achieve this, we follow Talk for Writing as a whole school, using a cumulative and systematic process for the teaching of writing.
Talk for Writing follows a three-part pattern: Imitation, Innovation and Independent Application. Each unit is carefully planned to engage the children and will begin with a hook, which will be an event, object or experience, to capture the children’s interest and imagination. During the imitation stage, children get to know a text thoroughly by learning it, exploring it through drama and then reading it to explore the vocabulary, deepen their comprehension and identify writers’ tools. The Innovation stage is grounded in the processes of modelled and shared writing, with a strong and systematic focus on securing appropriate vocabulary, grammar and punctuation for the text type being taught. The final stage, Independent Application, enables children to draft, edit and publish their own independent versions of the text type they have been studying.

Speaking and Listening
Spoken language underpins our whole English curriculum at Park Mead Primary School and is a key element in the Talk for Writing process. Children are given the opportunity to explore model texts through drama and discussion.
Discussion around books takes place in small group reading sessions in Key Stage 1 and then in whole class guided reading in Key Stage 2. Teachers take the opportunity to discuss class novels and picture books, ensuring that children are confident to share their ideas and also develop their listening skills.
All children take part in a year group drama performance each year, giving them the opportunity to develop their dramatic skills and knowledge, and to develop their confidence performing in front of an audience.

Spelling
In Reception and Year 1, spelling is taught through the daily phonics lessons. During Year 2, daily phonics lessons are replaced by a spelling lesson based on the Spelling Shed scheme of work.

Grammar
Grammar is taught in context. Each Talk for Writing unit will include specific teaching of the grammatical features needed for each text type. This ensures that children are able to make conscious choices about the grammar used in their writing and that they have the vocabulary they need to discuss their reading and writing.

Vocabulary
At Park Mead, we want all children to develop the vocabulary to be effective learners. In order to do this, each model text includes some challenging vocabulary which will be taught to the children. The children will then be encouraged to use this vocabulary in their own writing. Key vocabulary is also identified in the texts used for guided reading and taught explicitly as part of the reading lesson. Subject specific vocabulary is identified across the curriculum and taught to children so that they can use it correctly and in context.

Handwriting
Children are initially taught a print style of writing, which makes fewer demands on the youngest children, both in terms of their visual / perceptual development and their pencil control. Once children are ready, usually in year 2, they are taught to join from the lead out stroke of each letter.

Impact

By the time the children leave Park Mead in Year 6 they should be able to write clearly and accurately, adapting their language and style to suit the context of their writing. They should be able to read confidently and fluently, for enjoyment and information. The majority of children will move through the curriculum at a steady pace. We aim for each child to be confident in the yearly objectives and to build on this knowledge as they learn to read and write more complex texts.
Phonics, reading and spelling are monitored by formative assessment within lessons as well as summative assessments carried out termly or half termly. Writing is monitored by ongoing formative assessment and independent pieces of writing carried out at the beginning and end of each unit of work. Writing assessment is moderated within the school and externally, with other local schools. These assessments inform data collection to monitor the children’s progress and attainment against National Curriculum objectives or Birth to Five Matters ranges in the Early Years.