Subject Policy

Longton PRIMARY SCHOOL

 English Policy

 

PURPOSE OF STUDY

English has an important place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature,  plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils, therefore, who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.

 

AIMS

The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils:

  • read easily, fluently and with good understanding
  • develop the habit of reading widely and often, for both pleasure and information
  • acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
  • appreciate our rich and varied literary heritage
  • write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
  • use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
  • are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

 

Spoken language

The national curriculum for English reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. Spoken language underpins the development of reading and writing. The quality and variety of language that pupils hear and speak are vital for developing their vocabulary and grammar and their understanding for reading and writing. Teachers should therefore ensure the continual development of pupils’ confidence and competence in spoken language and listening skills. Pupils should develop a capacity to explain their understanding of books and other reading, and to prepare their ideas before they write. They must be assisted in making their thinking clear to themselves as well as to others and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions. Pupils should also be taught to understand and use the conventions for discussion and debate.

All pupils should be enabled to participate in and gain knowledge, skills and understanding associated with the artistic practice of drama. Pupils should be able to adopt, create and sustain a range of roles, responding appropriately to others in role. They should have opportunities to improvise, devise and script drama for one another and a range of audiences, as well as to rehearse, refine, share and respond thoughtfully to drama and theatre performances.

Statutory requirements which underpin all aspects of spoken language across the six years of primary education form part of the national curriculum. These are reflected and contextualised within the reading and writing domains which follow.

 

Reading

The programmes of study for reading at key stages 1 and 2 consist of two dimensions:

  • word reading
  • comprehension (both listening and reading).

It is essential that teaching focuses on developing pupils’ competence in both dimensions; different kinds of teaching are needed for each.

Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. This is why phonics should be emphasised in the early teaching of reading to beginners (i.e. unskilled readers) when they start school.

Good comprehension draws from linguistic knowledge (in particular of vocabulary and grammar) and on knowledge of the world. Comprehension skills develop through pupils’ experience of high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems and non-fiction. All pupils must be encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, and to gain knowledge across the curriculum. Reading widely and often increases pupils’ vocabulary because they encounter words they would rarely hear or use in everyday speech. Reading also feeds pupils’ imagination and opens up a treasure-house of wonder and joy for curious young minds.

It is essential that, by the end of their primary education, all pupils are able to read fluently, and with confidence, in any subject in their forthcoming secondary education.

 

Writing

The programmes of study for writing at key stages 1 and 2 are constructed similarly to those for reading:

  • transcription (spelling and handwriting)
  • composition (articulating ideas and structuring them in speech and writing).

It is essential that teaching develops pupils’ competence in these two dimensions. In addition, pupils should be taught how to plan, revise and evaluate their writing. These aspects of writing have been incorporated into the programmes of study for composition.

Writing down ideas fluently depends on effective transcription: that is, on spelling quickly and accurately through knowing the relationship between sounds and letters (phonics) and understanding the morphology (word structure) and orthography (spelling structure) of words. Effective composition involves forming, articulating and communicating ideas, and then organising them coherently for a reader. This requires clarity, awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar. Writing also depends on fluent, legible and, eventually, speedy handwriting.

 

Spelling, vocabulary, grammar, punctuation and glossary

The two statutory appendices – on spelling and on vocabulary, grammar and punctuation – give an overview of the specific features that should be included in teaching the programmes of study.

Opportunities for teachers to enhance pupils’ vocabulary arise naturally from their reading and writing. As vocabulary increases, teachers should show pupils how to understand the relationships between words, how to understand nuances in meaning, and how to develop their understanding of, and ability to use, figurative language. They should also teach pupils how to work out and clarify the meanings of unknown words and words with more than one meaning. References to developing pupils’ vocabulary are also included within the appendices.

Pupils should be taught to control their speaking and writing consciously and to use Standard English. They should be taught to use the elements of spelling, grammar, punctuation and ‘language about language’ listed. This is not intended to constrain or restrict teachers’ creativity, but simply to provide the structure on which they can construct exciting lessons. A non-statutory Glossary is provided for teachers.

Throughout the programmes of study, teachers should teach pupils the vocabulary they need to discuss their reading, writing and spoken language. It is important that pupils learn the correct grammatical terms in English and that these terms are integrated within teaching.

 

SCHOOL CURRICULUM

The programmes of study for English are set out year-by-year for key stage 1 and two-yearly for key stage 2. The single year blocks at key stage 1 reflect the rapid pace of development in word reading during these two years. Schools are, however, only required to teach the relevant programme of study by the end of the key stage. Within each key stage, schools therefore have the flexibility to introduce content earlier or later than set out in the programme of study. In addition, schools can introduce key stage content during an earlier key stage if appropriate. All schools are also required to set out their school curriculum for English on a year-by-year basis and make this information available online.

 

ATTAINMENT TARGETS

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

 

Cross Curricular Links

 

English is an integral part of our daily lives and therefore manifests itself in many areas of the curriculum Through the creative curriculum links are made with many other subjects in Foundation Stage, Key Stage One and Two.

 

 

Assessment, Recording and Reporting

 

The assessment and recording of English is part of the overall assessment of the whole child and should be seen alongside all the other areas of development.

 

  • Planned English learning is recorded in teachers’ planning, copies of which are kept in individual planning files. Units of work should be planned in line with the 2014 National Curriculum objectives.
  • Children will be involved in appropriate literacy intervention programmes
  • A variety of methods should be used to gather material for record keeping purposes this may include voice recordings and photographs.
  • A written report on each child’s achievement will be sent to parents in July of every academic year. Progress reports will be given at parents evenings held in the autumn and spring terms.
  • Progress within the National curriculum is recorded by means of continuous monitoring.

Children will complete tests in reading and writing in the first half of each term. Rising Stars Progress In Reading and Grammar Punctuation and Spelling will be used to assess attainment and progress. Test results will be entered into the School Tracker .

  • Children in Year 2 and Year 6 will undertake statutory assessment in Reading, Grammar, Spelling punctuation and writing.
  • Children in Year 1 will complete a phonics screening check in June of each academic year
  • Targets are set each term for all children in reading, writing and spelling. 
  • Marking in English is next step based.
  • Assessment for Learning will be used to allow continuous assessment of progress and understanding to be made by both teachers and children.
  • Moderation of marking will take place throughout the year within school and within the WRIST cluster group.

 

 

 

 

 

 

Management

 

The role of the subject leader

 

  • Ensure a core of material is available
  • Review and monitor planning
  • Monitor literacy teaching and evaluate pupils work through book scrutinies and pupil interviews
  • Arrange liason with advisory staff
  • Work alongside staff to support if required
  • Attend relevant courses to be aware of new ideas and disseminate these to all staff and to arrange and deliver if appropriate INSET for colleagues.
  • Be responsible for ordering resources
  • Carry out a curriculum review and report termly to governors
  • Update the policy as necessary.

 

 

 

Special Educational Needs

 

The study of English will be planned to give pupils a suitable range of differentiated activities appropriate to their age and abilities. Tasks will be set which challenge all pupils, including the more able.

 

For pupils with SEND the task will be adjusted or pupils will be given extra support.

 

The grouping of pupils will take account of their strengths and weaknesses and ensure that all take an active part in the task and gain in confidence.

 

Children who have been identified as being a cause for concern take part in carefully planned intervention programmes. The interventions include one to one reading, paired reading, handwriting recovery, Toe by Toe, Fast Track Phonics. The sessions will be on a one to one or small group basis depending on the nature of the intervention and the need of the child. At the beginning of each intervention a baseline assessment is carried out which is repeated at the end of an agreed period of time to assess the impact of the intervention.

 

 

Equal Opportunities

 

 

At Longton Primary School we are committed to ensuring, as far as possible, that there is equality of opportunity on all areas of the curriculum, including English regardless of gender, race or ability.

 

 

IT

 

IT is an important tool for learning in all curriculum areas and should be encouraged within the teaching of English.

 

 

 

 

 

Monitoring and Evaluation

 

The monitoring and evaluation of the English policy is the responsibility of the subject leader who is responsible to the Headteacher and the governors for the development of English throughout the school.

 

 

 

 

Review

 

This policy will be reviewed every two years or in light of changes to legal requirements.

 

 

 

Adopted in June 2018

Review Date Summer 2020

 

Signed:

Date:

Chairman of Governors  

Contact the School

Longton Primary School

School Ln
Longton
Lancashire
PR4 5YA

Main Contact: Linda Masterson

Tel: 01772 612 495
Bursar@longton.lancs.sch.uk

SEN Contact: Sue Hothersall

SEN Email: 's.hothersall@longton.lancs.sch.uk