William Shrewsbury Primary School Policy Statement and Guidelines for English

Size: px
Start display at page:

Download "William Shrewsbury Primary School Policy Statement and Guidelines for English"

Transcription

1 William Shrewsbury Primary School Policy Statement and Guidelines for English Policy Statement The value of English in the curriculum? What can I say? Without English nothing. And without English nothing very well. - Anne Fine English is the language of the future, the language of the computer. English is the most important tool you ll ever need, no matter what career you choose. Benjamin Zephaniah Rationale/philosophy At William Shrewsbury Primary School we recognise that English is a core subject within the National Curriculum and that a central concern of all our teaching is to develop pupils abilities to use language to think, explore, organise and communicate significant meanings to enable every pupil to achieve their potential and develop self-esteem. English is a medium for communication and a tool for learning. Teaching should ensure that work in speaking and listening, reading and writing are integrated. English is a vital way of communicating in school, in public life and internationally. Literature in English is rich and influential, reflecting the experience of people from many countries and times. We also recognise the importance language plays in the social, emotional and imaginative development of pupils as they use the language to make meaning of the complexity of human experience and communicate with the world at large. Aims and objectives At William Shrewsbury pupils will be given opportunities to interrelate the requirements of English within a broad and balanced approach to the teaching of English across the curriculum, with opportunities to consolidate and practise taught literacy skills. We aim to: Enable pupils to be taught in all subjects to express themselves correctly and appropriately. Enable pupils to read accurately and with understanding. Enable pupils to recognise the close relationship between reading and writing. Encourage children to find pleasure in reading for interest, enjoyment and information. Provide pupils with learning opportunities, which integrate reading, writing, drama, speaking and listening activities. Provide real context and real life experiences for language learning in English and across the curriculum. This interest extends to the technical and specialist vocabulary of all subjects. Develop the thinking skills of the pupils, supported by the use of BLP, to help them on the path to becoming reflective, independent learners. Provide opportunities for pupils to use ICT facilities and extend their learning in speaking, listening, reading and writing. Recognise the importance of having a consistent view of language learning across the wider curriculum. An atmosphere of encouragement, support and respect for the achievements of each pupil will be fostered. Review Date June 2016 Guidelines English is a core subject in the National Curriculum. It consists of three programmes of study: Speaking and Listening (En1) Reading (En2)

2 Writing (En3) The components are inter-related. For example, group discussion may precede and follow individual writing: writing may be collaborative: and listening to stories is often preparation for reading. Because of the inter-relationship between the language modes, in good classroom practice the programmes of study will necessarily and rightly be integrated. (English for Ages 5-16: The National Curriculum Working Group Report.) Each programme of study has attainment targets which are defined as clear objectives for the knowledge, skills and understanding and aptitudes which pupils of different abilities and maturity should be expected to have acquired by a certain age. At present staff are using the Primary Strategy Framework to aid planning in English. This will continue until new government guidelines are published. The framework offers detailed objectives for planning and teaching the sections of the English programmes of study for speaking and listening, reading and writing from the National Curriculum. Other publications and related materials to be used in conjunction with the National Curriculum and Primary Strategy Framework are: Letters and Sounds Read, Write, Inc Spelling Guidance Stepping Stones / Early learning goals / Curriculum Guidance for foundation stage/ New EYFSP Framework GfW (Grammar for Writing) Big Writing Speaking and Listening Beliefs: Children s ability to speak and listen is fundamental to their language development, learning in school and social development. Speech underpins learning and thinking. Richness and variety of talk is important for all children. Direct teaching of oratory skills needs to be fostered to enable children to develop confidence and a repertoire of speech for different purposes and audiences. Links between oral and written language need to be encouraged and built on. Children for whom English is an additional language need to have the opportunity to work with good language models. Aims: We aim to enable pupils to: Communicate effectively by speaking and listening with increasing confidence, clarity and fluency. Speak appropriately in a variety of settings for a range of audiences. Develop a wide range of speaking skills on increasingly complex subjects. Think carefully and organise thinking before speaking. Respond sensitively and reflectively to what has been heard. Reflect on their talk. During each Key Stage pupils should be taught knowledge, skills and understanding through the following range of activities, contacts and purposes: Speaking for different audiences which include friends, class, teachers and other adults in the school. Listening and responding, both in face to face situations and to broadcast or record materials.

3 Discussion and group interaction, in settings with different numbers of participants and different levels of formality. Drama activities, including improvisation and working in role, as well as writing and performing scripted drama. Planning talk across the curriculum It is important to distinguish between explicit teaching and listening and opportunities for reinforcing the skills or using talk for other purposes. Speaking and listening skills need to be planned for and applied across the curriculum. They may include: speaking and listening as a focus for teaching where particular oral skills are being taught, although the subject matter may be related to any part of the curriculum. Curricular areas other than English may be the teaching focus but may be organised to help children reinforce oracy skills, e.g. investigating, evaluating and reporting work. Reading Reading is much more than the decoding of black marks upon a page: it is a quest for meaning and one which requires the reader to be an active participant. English 5 16 DES Beliefs: Reading is a complex accomplishment, dependent on a range of different factors to do with reading readiness, cultural attitudes and a variety of teaching methods. A reader knows that reading is a complex, intellectual endeavour, requiring them to draw on a range of active, meaning making skills. A reader deploys previous knowledge of other texts to enable the effective reading and further comprehension of the text being read. A reader knows how to interact appropriately with a variety of text types/genres for particular purposes. A reader is aware that learning to read is a lifelong, continuous process. Aims: At William Shrewsbury, we aim to enable pupils to Develop confidence in themselves as readers. Make progress as readers. Develop key skills (phonic, grammatical, graphic and contextual) in order to read with fluency, accuracy, understanding and enjoyment. Develop knowledge of, and familiarity with a wide range of literature, both narrative and nonnarrative. Develop the ability to talk about characters, events and language in texts. Respond to the texts they read in a thoughtful and imaginative way, using all forms of language. Develop the ability to use information texts and locate, extract and use relevant information. Become increasingly reflective about their reading development. Activities should ensure that pupils: Listen to a variety of books, stories and poems read aloud, or on CD or video. Take part in shared reading experiences with other pupils and the teacher, using texts composed and dictated by the pupils themselves, as well as rhymes, poems, songs and familiar stories (including traditional stories from a variety of cultures). Read in the context of role play and dramatic play. Prepare and read a selection of poems, reciting some from memory and take part in story telling sessions. Select books for their own reading and for use in their work. Make their own books about particular experiences, areas of interest or personal stories for a purpose and share between year groups. Read aloud to the class or the teacher and talk about the books and stories they have been reading.

4 Be encouraged to respond to the plot, character or ideas in stories or poems and refer to relevant passages or episodes to support their opinions. Be encouraged to think about the accuracy of their own reading and to check for errors that may distort it. Widen their range of reading, choosing books which they would like to read and hear read and being able to justify their choices. Ask and answer questions about what has been heard or read e.g. how characters feel, their motives, the endings of the stories. Talk about the ways in which language is written down, in shared reading or writing sessions or in discussion with the teacher. Refer to information books of all kinds as a matter of course. Be shown how to read different kinds of materials e.g. how to find a scientific or geographical fact. Talk about the content of information texts. Keep a record of their own reading and comments, in reading or in discussion, on the books which they have read. Experience a stimulating environment to explore reading with a confidence and enjoyment that will promote lifelong reading. Reading experience should include: Reading to pupils Modelling reading Shared reading Guided reading Paired reading Performance reading Independent reading (extended reading) Cross curricular reading These experiences may be for research, diagnostic, teaching, entertainment or performance purposes. Parents are encouraged to share in their child s reading at home. In choosing reading books a child may choose unaided, be guided by the teacher or the teacher may choose, depending on the needs of the child. Teachers utilise appropriate books for use as a class novel and use these texts from which to withdraw language activities. Displays of children s work and cross curricular reading material are used to promote wider reading. Children are encouraged to respond to their reading in a variety of ways including: emotional, empathetic, critical, informative, cooperative, dramatic and artistic. These responses may be expressed, for example, in writing, discussion, drama and art. To encourage enjoyment and variety in reading each classroom contains a book corner where children can spend time enjoying books. At present staff are using the following resources to plan and deliver the teaching of reading: *Oxford Reading Tree *Read, Write, Inc *Real books *Collins Guided Reading books Writing William Shrewsbury aims to foster within the child a growing ability to construct and convey meaning in written language, matching style to audience and purpose. Beliefs: This school believes that: Writing is closely linked to reading: pupils draw on their range of reading experiences and use them as models for writing.

5 Talk is a necessary prerequisite for young pupils who need to put into words what they are thinking of writing. The process of planning, interaction, collaboration, mutual support and feedback helps a writer to move forward through the writing process. An extensive range of purposes, forms and audiences for writing need to be created so that pupils understand the choices facing a writer and how to make those choices appropriate. The teacher plays a crucial role in the development of writing through modelling the writing process and teaching at the point of writing e.g. guided writing Extended writing and creativity should be developed beyond the scope of the English lesson. Assessment should inform planning and celebrate achievement Aims In this school we aim to enable pupils to: Know, understand and be able to write in a range of genres and text types. To write for real or imagined purposes. Plan, draft, discuss, revise and edit their own writing and develop into reflective writers. Know that writing is different from speaking. To recognise that writing should have a clear purpose and audience Develop understanding that writing is both essential to thinking, investigating, organising and learning and is enjoyable in its own right. Through reading and writing, develop their powers of imagination, inventiveness and critical awareness. Have fluent and legible handwriting. Use punctuation correctly Criteria for good practice English provision is good when: Pupils are encouraged to use language appropriately in a wide range of contexts for a variety of purposes and audiences Pupils are made aware of the interrelationship of all the modes of language and use their proficiency in any one to develop further their competences in the others Pupils are given the opportunity to take some responsibility for their own learning using talking and writing to explore tasks they are working on, and choosing and directing some task for themselves Speaking and listening are regarded as an integral part of all lessons, rather than as something to be especially set up Pupils experience a wide range of literacy and non-literacy texts Pupils are provided with the opportunity to write in a range of forms, appropriate to the purposes of and audience for, their writing Pupils are encouraged and enabled to effectively draft their written work Pupils are provided with a real expectation of success and the confidence to take risk in their use of language Teachers are expert at recognising positive achievement and at recording it specifically, thereby building up a valid picture of pupils achievements over time Teachers judgements of pupils achievements are systemically standardised and moderated through assessment Planning All class teachers are responsible for their planning, in consultation with year group members and leaders. They are currently using the Primary Strategy Framework as the core scheme of work, in conjunction with a variety of additional scheme based and other resources where appropriate. These also make references to Grammar for Writing, Letters and Sounds and Read, Write, Inc. Planning identifies success

6 criteria and appropriate teaching and learning strategies required to cover the learning objectives and to ensure that the needs of all pupils are met within a variety of organisational learning. Regular assessment will also influence planning for pupils needs whilst ensuring progression. Class organisation and teaching methods There should be a minimum of 1 hour per day of directed English teaching. In addition there will also be further time set aside for guided reading, handwriting, phonics, spelling and extended writing usually in the form of a Big Writing session. Big Writing sessions allow the children structured development of ideas through an extended writing activity. This often takes the form of a shorter session generating ideas, vocabulary and planning and a longer session where the children can put these ideas into an extended piece of writing. In addition to specific English time, teachers will identify opportunities that arise to raise language and literature issues wherever applicable in other subjects. Language will also be addressed within the fields of drama, assembly and production rehearsals, library time, silent reading and story time. Cross-curricular links English is embedded in the curriculum and has exceedingly wide boundaries. Through the delivery of the creative curriculum and whole school creative projects we promote links between English and the wider curriculum. Books are chosen for creative weeks in order to broaden the children s awareness of authors and writing styles. They are also chosen to promote cross curricular skills and activities encouraging connections in learning. Children are actively encouraged to use the skills taught discreetly through English lessons in other areas of the curriculum including during creative weeks. Writing opportunities will arise in many subjects, for example history when writing diary entries from different time periods. Speaking and Listening will also occur in, for example, music lessons and Modern Foreign Languages. English skills are identified and encouraged across the curriculum. Educational Visits and Visitors Where appropriate, opportunities are sought to widen children s experience and bring English alive through educational visits such as theatre trips and visiting theatre companies. Authors are regularly invited to share their writing experiences, knowledge and books with the children to enhance the wider learning experience. Storytellers and poets also provide exciting opportunities to stimulate writing. Links with the library are also encouraged through visits where appropriate. Creative Partnerships in the form of year group projects allow the children the opportunity to apply their skills in real life situations while creating purposeful writing experiences. Resources and the learning environment Resources A variety of resources are available in school. These include a wide range of fiction and non-fiction books, poetry and plays, teacher s reference material, audio equipment and access to film, television and radio programmes. Each Year group had been provided with a selection of resources to help deliver the teaching objectives within the Primary Strategy Framework. The English subject leaders are responsible for maintaining and extending resources. Staff submit resource requirements to the subject leaders, as well as notifying them of any damaged stock. The subject leaders also monitor and recommend resources from attending courses/updates, evaluating inspection copies, visiting book shops and exhibitions, consulting with other schools and reviewing catalogues. Resources are subject to ongoing review in accordance with the English budget, which reflects the degree of priority given to English on the School Development Plan.

7 Additional funding results from book fairs and money donated by the A.F.W.S. William Shrewsbury Primary School will take advantage of promotional opportunities, e.g. Scholastic Book Fairs, to increase resources. Learning environment Pupils should be working in an environment that is happy, stimulating and challenging. The enjoyment of English is an achievable objective for all pupils. Pupils work should be valued through display and as a starting point for further learning, as well as through interaction with the teacher and peers. Classroom displays engage the children in interactive learning through VCOP (Vocabulary, Connectives, Openers and Punctuation) and working walls. These are used with the children when writing to record their ideas and to ensure they understand features and processes used to become successful writers. Table top resources, such as VCOP pyramids and Learning Mats, are used to support the children s writing. There should be ready access to these resources. Pupils should feel confident to use them. Use of ICT Children will be given the opportunity to apply and develop their ICT capability to support their learning of English through weekly access to the ICT suite and use of computers and software within the classroom. Interactive whiteboards will provide an integral part of lessons. As the development of ICT advances, new skills and techniques are used by the children in school such as Wikis and Blogs and Forums which are used to stimulate writing as well as encouraging awareness of writing for a wider audience and purpose. For further details see ICT policy SEN provision One of our school aims is that: we will have high expectations and encourage everyone to achieve the highest standards consistent with their potential. We aim to enable children with Special Educational Needs to do this through the further differentiation of work and by being flexible in the groupings of pupils and in our use of resources. (See school s Special Education Needs Policy). Gifted and Talented writers are provided for through differentiated tasks and creative extension tasks in daily lessons. Opportunities are also sought for the children to take part in other creative writing tasks such as the school newspaper and through Staffordshire County Advisor lead tasks. Marking, assessment, target setting and record keeping Continuous assessment provides a methodical way of assessing pupils progress towards attaining defined objectives in day to day work. Effective Marking aims to help pupils learn, not find fault, and the teachers comments aim to be positive, constructive, and developmental and is often done while the task is being carried out through discussion between pupil and teacher. PEN (Praise, Evidence, Next Steps) is used to mark children s writing. These comments are often taken directly from the children s target strips which help children to easily identify the targets they have achieved and those for further development. The assessment of a piece of work, oral or written should relate to the purpose it was meant to achieve. Formative assessment should inform the planning of future work and should involve regular reviews of

8 pupils work to ensure that progress is made on curricular objectives. Children should also have the opportunity to assess their own work to develop independent learning skills. In addition to formative marking and end of year formal or optional tests: Writing assessments: Spelling tests: Reading: Formal, summative assessments are carried out at the end of KS1 and KS2 in line with the National Curriculum assessment requirements. See Marking Policy. Child friendly target strips have been developed in line with the Staffordshire Skills Grids and the APP Grids for reading, writing, speaking and listening. Children are involved in the assessment process and are aware of their targets and how they need to move on. The children use these to self assess and they are also used by the teacher in order to identify where the children need to improve. Homework and parental involvement Parents are encouraged to be actively involved in their child s learning by sharing reading activities on a regular basis, reinforcing spellings, supporting them with homework and helping them to achieve English targets. Parents are provided with annual written reports in line with statutory requirements to ensure that all parents are not only well informed of progress, including areas of strength and those for improvement, but also to enable them to be partners in the child s education. Parent evenings are held twice throughout the academic year giving the opportunity to discuss the child s progression and how they can help with English to ensure further progress. Basic skills statement The school is committed to improving the children s basic skills in literacy and numeracy. We aim to maintain consistently high expectations where children are required to apply these skills in the context of all other curriculum areas. Health and safety Staff are responsible for the health and safety of all pupils in their care whilst involved in organised work activities both on and off site. Class teachers should be aware of the school s Health and Safety Policy. Equal opportunities statement We aim to ensure that all children achieve their full potential in all aspects of English, irrespective of gender, race, class or ability. To do this, planning should reflect the diverse needs of all children in order to incorporate the principle of equality of opportunity and promote positive attitudes to diversity. (Refer to school s Equal Opportunities Policy for further information). Monitoring and evaluation We believe that school self-evaluation is a prerequisite for school improvement and we place high importance on our monitoring and evaluation procedures. The class teacher, English subject leaders, Assistant Heads, Deputy Head and Head Teacher will monitor the approaches outlined in this policy, in line with school policy. Monitoring may take the form of: Data analysis Book Trawls Looking at planning

9 Lesson observations Discussing outcomes of assessment Moderation Talking to teachers and children about their work Looking at work on display or during merit assemblies Sharing good practice Learning Walks Evaluation is a continuous process performed: Individually In Department and Key Stage meetings In Whole staff meetings By subject leaders During subject reviews Development and review William Shrewsbury Primary School is committed to the continued development and improvement of English. This commitment is reflected through the cyclical process of writing the English policy, monitoring and evaluating it over time and reviewing the policy and practises to make any changes to improve future practice. Zoe Poynton Jo Perry The English Team (Claire Dagnall, Sue Rawlings) June 2011 Review Date: June 2016

Primrose Hill Primary School Literacy Policy: A baseline for outstanding practice

Primrose Hill Primary School Literacy Policy: A baseline for outstanding practice .. Primrose Hill Primary School Literacy Policy: A baseline for outstanding practice January 2012 Review date: January 2013 KEY PRINCIPLES Teaching at Primrose Hill is Learning Centred, meaning that each

More information

Assessment, Recording and Reporting Policy

Assessment, Recording and Reporting Policy St Peter s CE (VA) Infants School Assessment, Recording and Reporting Policy Philosophy Assessment is essential for the promotion of effective learning and teaching. It enables the teacher to deliver an

More information

Modern Foreign Languages (MFL) Policy 2013

Modern Foreign Languages (MFL) Policy 2013 Modern Foreign Languages (MFL) Policy 2013 Revised by: Head, staff & governors: Date: Dec 2013 Next Review: December 2016 or sooner if regulations / circumstances change 1 Rationale for Teaching Languages

More information

ST. PETER S CHURCH OF ENGLAND (VOLUNTARY AIDED) PRIMARY SCHOOL SOUTH WEALD. Modern Foreign Language Policy

ST. PETER S CHURCH OF ENGLAND (VOLUNTARY AIDED) PRIMARY SCHOOL SOUTH WEALD. Modern Foreign Language Policy ST. PETER S CHURCH OF ENGLAND (VOLUNTARY AIDED) PRIMARY SCHOOL SOUTH WEALD Modern Foreign Language Policy January 2013 ST PETER S MODERN FOREIGN LANGUAGE (MFL) POLICY RATIONALE In the knowledge society

More information

St.Dennis CP School. Modern Foreign Languages (MFL) Policy February 2013

St.Dennis CP School. Modern Foreign Languages (MFL) Policy February 2013 St.Dennis CP School Modern Foreign Languages (MFL) Policy February 2013 Policy confirmed by the Governing Body of St Dennis CP School on: Date: Signature: To be reviewed on: 1 Rationale for Teaching Languages

More information

Llansanffraid Church in Wales Primary School. Information and Communication Technology (ICT) Policy

Llansanffraid Church in Wales Primary School. Information and Communication Technology (ICT) Policy Llansanffraid Church in Wales Primary School Information and Communication Technology (ICT) Policy ICT is changing the lives of everyone. Through teaching children the skills to use ICT we equip them to

More information

MFL Policy 2014. Policy confirmed by the Governing Body of Our Lady Immaculate Roman Catholic Primary School on: Date: 23.9.14

MFL Policy 2014. Policy confirmed by the Governing Body of Our Lady Immaculate Roman Catholic Primary School on: Date: 23.9.14 MFL Policy 2014 Policy confirmed by the Governing Body of Our Lady Immaculate Roman Catholic Primary School on: Date: 23.9.14 Signature: (Chair of Governors) To be reviewed on: Rationale for Teaching Languages

More information

Modern Foreign Languages (MFL)

Modern Foreign Languages (MFL) Modern Foreign Languages (MFL) Fordcombe C.E. Primary School Reviewed & Approved by the Full Governing Body: Jan 2013 Next Review due Jan 2016 Signed:. Name (print) Mrs Sarah Finch Position: Chair of Governors

More information

Background to the new Staffordshire Grids

Background to the new Staffordshire Grids Background to the new Staffordshire Grids The removal of levels for most pupils in 2014-15 and all pupils in 2015-16, has posed a problem for schools in how to assess children s progress in the New National

More information

Our Lady of Lourdes Catholic Nursery & Primary School. Modern Foreign Language Policy

Our Lady of Lourdes Catholic Nursery & Primary School. Modern Foreign Language Policy Our Lady of Lourdes Catholic Nursery & Primary School Modern Foreign Language Policy September 2014 Review Date: September 2016 INTRODUCTION This subject policy is one in a series that makes up the Whole

More information

ST. PATRICK'S CATHOLIC PRIMARY SCHOOL. Policy on Music

ST. PATRICK'S CATHOLIC PRIMARY SCHOOL. Policy on Music ST. PATRICK'S CATHOLIC PRIMARY SCHOOL Policy on Music 1 Aims and objectives 1.1 Music is a unique way of communicating that can inspire and motivate children. It is a vehicle for personal expression, and

More information

Assessment Without Levels

Assessment Without Levels Assessment reform As part of our reforms to the national curriculum, the current system of levels used to report children s attainment and progress will be removed from September 2014 and will not be replaced.

More information

St Hugh s School. Reading Policy

St Hugh s School. Reading Policy St Hugh s School Reading Policy Reading Policy 1. INTRODUCTION 1.1 What is the place of this subject? What is the purpose of this document? Rationale At St Hugh s we are committed to developing the reading

More information

Literacy across learning Principles and practice

Literacy across learning Principles and practice Literacy across learning Principles and practice Language and literacy are of personal, social and economic importance. Our ability to use language lies at the centre of the development and expression

More information

Vernon Park Primary School. Teaching and Learning Policy

Vernon Park Primary School. Teaching and Learning Policy Vernon Park Primary School Teaching and Learning Policy The school s approach to teaching and learning is based upon the school vision: At Vernon Park Primary School we aim to provide all children, parents,

More information

MICKLEM PRIMARY SCHOOL MUSIC

MICKLEM PRIMARY SCHOOL MUSIC MICKLEM PRIMARY SCHOOL MUSIC Responsible Committee Curriculum Date Ratified April 2014 Next review April 2017 Signed on behalf of the Governing Body P Fuggle Print name Mr P Fuggle 1 INTRODUCTION Micklem

More information

Raynham Primary School Policies. Reading Policy Foundation & Key stage 0ne

Raynham Primary School Policies. Reading Policy Foundation & Key stage 0ne Raynham Primary School Policies Reading Policy Foundation & Key stage 0ne Raynham Primary School Reading Policy (KS1) Aims So please, oh PLEASE, we beg, we pray, Go throw your TV set away, And in its place

More information

Modern foreign languages

Modern foreign languages Modern foreign languages Programme of study for key stage 3 and attainment targets (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority 2007

More information

Mathematics Policy. Mathematics Policy

Mathematics Policy. Mathematics Policy Mathematics Policy 1. Aims 1.1 Mathematics teaches children to make sense of the world around them through developing their ability to calculate, reason and solve problems. It enables children to understand

More information

Year 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum)

Year 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum) Year 1 reading expectations Year 1 writing expectations Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative

More information

Progression in recount

Progression in recount Progression in recount Purpose Recounts (or accounts as they are sometimes called) are the most common kind of texts we encounter and create. Their primary purpose is to retell events. They are the basic

More information

Published on www.standards.dcsf.gov.uk/nationalstrategies

Published on www.standards.dcsf.gov.uk/nationalstrategies Published on www.standards.dcsf.gov.uk/nationalstrategies 16-Dec-2010 Year 3 Narrative Unit 3 Adventure and mystery Adventure and mystery (4 weeks) This is the third in a block of four narrative units

More information

Literacy Policy. Status: Advisory. Member of Staff responsible: Principal. Associated Policies and documentation: SEND, Teaching of English

Literacy Policy. Status: Advisory. Member of Staff responsible: Principal. Associated Policies and documentation: SEND, Teaching of English Literacy Policy Status: Advisory Member of Staff responsible: Principal Associated Policies and documentation: SEND, Teaching of English Implementation Date: September 2014 Review Date: September 2015

More information

Blaenavon Heritage Voluntary Controlled Primary School

Blaenavon Heritage Voluntary Controlled Primary School Blaenavon Heritage Voluntary Controlled Primary School ICT Policy 2014/15 BHVCPS Author: Mrs C Crew Date written: January 2014 Review: January 2014 Ratified: COG: Page 1 Introduction Purpose: Information

More information

Cheadle Primary School Computing and ICT Policy

Cheadle Primary School Computing and ICT Policy Introduction The use of information and communication technology is an integral part of the national curriculum and is a key skill for everyday life. computers, tablets, programmable robots, digital and

More information

Damers First School Teaching & Learning Policy

Damers First School Teaching & Learning Policy Damers First School Teaching & Learning Policy DAMERS FIRST SCHOOL HAPPY CHILDREN & HIGH QUALITY OHANA! In our family NO ONE GETS LEFT BEHIND Because we believe CHILDREN ARE OUR FUTURE. TEACH THEM WELL

More information

COMPUTER TECHNOLOGY IN TEACHING READING

COMPUTER TECHNOLOGY IN TEACHING READING Лю Пэн COMPUTER TECHNOLOGY IN TEACHING READING Effective Elementary Reading Program Effective approach must contain the following five components: 1. Phonemic awareness instruction to help children learn

More information

Haberdashers Adams Federation Schools

Haberdashers Adams Federation Schools Haberdashers Adams Federation Schools Abraham Darby Academy Reading Policy Developing reading skills Reading is arguably the most crucial literacy skill for cross-curricular success in secondary schools.

More information

Queen Edith CP School. Modern Foreign and Community Languages (MFCL) Policy

Queen Edith CP School. Modern Foreign and Community Languages (MFCL) Policy Queen Edith CP School Modern Foreign and Community Languages (MFCL) Policy June 2011 1. Introduction Modern Foreign and Community Languages (MFCL) Policy The previous government s Languages Strategy highlighted

More information

Assessing children s writing at the end of Key Stage 2. 6 th December 2013

Assessing children s writing at the end of Key Stage 2. 6 th December 2013 Assessing children s writing at the end of Key Stage 2 6 th December 2013 Aims of this morning: To outline the statutory requirements of KS2 writing assessment in 2014. To summarise Gloucestershire s KS2

More information

THE REDWAY SCHOOL. This policy was written in line with the whole school Learning and Teaching Policy and Target Setting Policy.

THE REDWAY SCHOOL. This policy was written in line with the whole school Learning and Teaching Policy and Target Setting Policy. THE REDWAY SCHOOL Policy: Assessment, Recording and Reporting Date of Policy: September 2009 Reviewed each September Date of Current Policy: September 2015 Member of staff responsible: Ruth Sylvester Introduction

More information

PRIMARY SCHOOL CURRICULUM POLICY GUIDANCE FOR MUSIC

PRIMARY SCHOOL CURRICULUM POLICY GUIDANCE FOR MUSIC PRIMARY SCHOOL CURRICULUM POLICY GUIDANCE FOR MUSIC INTRODUCTION AND SUBJECT DEFINITION This will be a short statement that outlines the place of Music within the curriculum and how it supports the whole

More information

St Michael s Primary School. ICT School Policy Data Protection and E Safety

St Michael s Primary School. ICT School Policy Data Protection and E Safety St Michael s Primary School ICT School Policy Data Protection and E Safety FGB 2013 St. Michael s C.E. Primary School Policy Information Communication Technology This policy document sets out St Michael's

More information

Manston Primary School. Policy for Music

Manston Primary School. Policy for Music Manston Primary School Policy for Music January 2016 This policy is intended to support the teaching and learning of music at Manston Primary School, enabling consistency, continuity and progression for

More information

Ribby with Wrea Endowed C.E. Primary School. Modern Foreign Languages Policy

Ribby with Wrea Endowed C.E. Primary School. Modern Foreign Languages Policy Ribby with Wrea Endowed C.E. Primary School Modern Foreign Languages Policy Gill Metherell Updated: January 2011 Review Date: January 2012 Introduction Our teaching of a Modern Foreign Language (MFL) is

More information

UKLA s response to the proposed Programmes of Study for English (2012). Speaking and Listening

UKLA s response to the proposed Programmes of Study for English (2012). Speaking and Listening UKLA s response to the proposed Programmes of Study for English (2012). Speaking and Listening UKLA is concerned that Speaking and Listening has disappeared as an attainment target in its own right, although

More information

KINETON GREEN PRIMARY SCHOOL MATHEMATICS POLICY FEBRUARY 2015

KINETON GREEN PRIMARY SCHOOL MATHEMATICS POLICY FEBRUARY 2015 KINETON GREEN PRIMARY SCHOOL MATHEMATICS POLICY FEBRUARY 2015 Review Date: February 2018 Contents 1 Introduction... 2 2 The Aims of Mathematics... 2 3 Entitlement... 3 4 Implementation... 3 5 Organisation

More information

Reading Policy. Contents. 1. Our aim 2. Reading procedures 3. Assessment of reading 4. Phonics 5. Layered approach 6. Guided reading 7.

Reading Policy. Contents. 1. Our aim 2. Reading procedures 3. Assessment of reading 4. Phonics 5. Layered approach 6. Guided reading 7. Reading Policy Policy Data Sheet Policy Name: Document Reference: Reading Policy BLSch026 Version Number: 1 Ratified By Principal: Chair of Governing Body Ratified Date: Board approval needed? Board Ratified

More information

Churnet View Middle School Displays

Churnet View Middle School Displays Churnet View Middle School Displays Following meetings where the importance of visual learning has been discussed we have, as an English department, made a conscious effort to use more interesting, interactive

More information

Assessment, Recording and Reporting Policy. Introduction

Assessment, Recording and Reporting Policy. Introduction Assessment, Recording and Reporting Policy Introduction Assessment is essential for the promotion of effective learning and teaching. It enables the teacher to deliver an appropriate curriculum and provides

More information

Making Reading Content Comprehensible for Intermediate Language Learners. Colin Dalton. University of Houston-Downtown, United States

Making Reading Content Comprehensible for Intermediate Language Learners. Colin Dalton. University of Houston-Downtown, United States Making Reading Content Comprehensible for Intermediate Language Learners Colin Dalton University of Houston-Downtown, United States 0135 The European Conference on Language Learning 2013 Official Conference

More information

EASTINGTON PRIMARY SCHOOL

EASTINGTON PRIMARY SCHOOL EASTINGTON PRIMARY SCHOOL ICT POLICY January 2011 Reviewed annually Reference: E safety policy, Safeguarding policy ICT POLICY Eastington Primary Mission Statement Eastington Primary School is a vibrant,

More information

Brookburn Primary School. Policy for Music

Brookburn Primary School. Policy for Music Brookburn Primary School Policy for Music POLICY FOR MUSIC Document Purpose This document reflects the values and philosophy of Brookburn Primary School in relation to the teaching and learning of Music.

More information

Ryburn Valley High School

Ryburn Valley High School Ryburn Valley High School Assessment, Recording & Reporting Policy Date of Issue: February 2015 Strive to Excel Page 1 Contents Page Introduction Rationale 3 Aims and Objectives 3 Definitions 4 Development

More information

Assessment Policy. Date of next review: September 2016

Assessment Policy. Date of next review: September 2016 Assessment Policy 2015 Policy Review Details This policy will be reviewed by the governing body on an annual basis Date of Issue: September 2015 Governor Signature Date of next review: September 2016 Headteacher

More information

Literacy Guide for Secondary Schools: 2012-2013. Literacy Guide for Secondary Schools 2012-2013. National Literacy Trust, August 2012 1

Literacy Guide for Secondary Schools: 2012-2013. Literacy Guide for Secondary Schools 2012-2013. National Literacy Trust, August 2012 1 Literacy Guide for Secondary Schools 2012-2013 National Literacy Trust, August 2012 1 Contents Contents Reading for enjoyment and wider reading Page 3 Developing teachers approach to reading Page 5 Supporting

More information

Woolgrove School. Early Years Foundation Stage Policy.

Woolgrove School. Early Years Foundation Stage Policy. Equal opportunities lie at the heart of all that we do at Woolgrove. We are committed to ensuring that every member of the school community, whatever their position, race, gender, disability or religion

More information

Roseberry Primary and Nursery School. Maths Policy

Roseberry Primary and Nursery School. Maths Policy Roseberry Primary and Nursery School Maths Policy October 2015 Purpose The purpose of this policy is to ensure that all staff are able to implement the teaching of maths to a high standard in order for

More information

The Coppice Primary School Computing & ICT Policy

The Coppice Primary School Computing & ICT Policy The Coppice Primary School Computing & ICT Policy 1 School Vision: Happy, confident and successful learners that are well prepared for life 2 Purpose: 2.1 This policy reflects the school values and philosophy

More information

Keir Hardie Primary School. Assessment and Marking Policy

Keir Hardie Primary School. Assessment and Marking Policy Keir Hardie Primary School Assessment and Marking Policy Assessment and Marking Policy Rationale At Keir Hardie Primary School we believe that assessment and marking form the basis of effective teaching

More information

Relationship to Characteristic Spirit of the School.

Relationship to Characteristic Spirit of the School. DRAMA DRÁMAÍOCHT. Introductory Statement. This policy was formulated by the teaching staff with advice from the Primary Professional Development Service. Relationship to Characteristic Spirit of the School.

More information

Skills across the curriculum. Developing communication

Skills across the curriculum. Developing communication across the curriculum Developing communication Developing communication Schools should provide opportunities, where appropriate, for learners to develop and apply communication across the curriculum through

More information

Mathematics Policy. Michael Sobell Sinai School

Mathematics Policy. Michael Sobell Sinai School Mathematics Policy 2014 Mathematics Policy Section 1: Introduction Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some

More information

Mathematics Policy Bordesley Green Primary

Mathematics Policy Bordesley Green Primary Aims Mathematics Policy Bordesley Green Primary The national curriculum and EYFS for mathematics aims to ensure that all pupils: Become fluent in the fundamentals of mathematics, including the varied and

More information

KEY SKILLS OF JUNIOR CYCLE

KEY SKILLS OF JUNIOR CYCLE KEY SKILLS OF JUNIOR CYCLE Key skills of junior cycle Learners need a wide range of skills to help them face the many challenges presented to them in today s world. They develop specific skills in their

More information

Language Arts Literacy Areas of Focus: Grade 6

Language Arts Literacy Areas of Focus: Grade 6 Language Arts Literacy : Grade 6 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their

More information

Shottery CE Primary School. Assessment, Recording and Reporting Policy

Shottery CE Primary School. Assessment, Recording and Reporting Policy Shottery CE Primary School Assessment, Recording and Reporting Policy At Shottery Primary School At Shottery Primary we aim to follow the principles of assessment for learning, in that we share with the

More information

The. Languages Ladder. Steps to Success. The

The. Languages Ladder. Steps to Success. The The Languages Ladder Steps to Success The What is it? The development of a national recognition scheme for languages the Languages Ladder is one of three overarching aims of the National Languages Strategy.

More information

Language Arts Literacy Areas of Focus: Grade 5

Language Arts Literacy Areas of Focus: Grade 5 Language Arts Literacy : Grade 5 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their

More information

BA Primary Education (QTS) Professional Training and Development Handbook Years 2 & 3 Teaching Phonics

BA Primary Education (QTS) Professional Training and Development Handbook Years 2 & 3 Teaching Phonics The University for World-Class Professionals BA Primary Education (QTS) Professional Training and Development Handbook Years 2 & 3 Teaching Phonics Faculty of Education mmu.ac.uk/education MMU 2015 Faculty

More information

Ireland Wood Primary School

Ireland Wood Primary School School report Ireland Wood Primary School Raynel Gardens, Leeds, West Yorkshire, LS16 6BW Inspection dates 4 5 July 2013 Overall effectiveness Previous inspection: Good 2 This inspection: Good 2 Achievement

More information

Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6

Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 4 I. READING AND LITERATURE A. Word Recognition, Analysis, and Fluency The student

More information

MFL skills map. Year 3 Year 4 Year 5 Year 6 Develop understanding of the sounds of Individual letters and groups of letters (phonics).

MFL skills map. Year 3 Year 4 Year 5 Year 6 Develop understanding of the sounds of Individual letters and groups of letters (phonics). listen attentively to spoken language and show understanding by joining in and responding explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of

More information

ENGLISH LANGUAGE ARTS

ENGLISH LANGUAGE ARTS ENGLISH LANGUAGE ARTS INTRODUCTION Clear student learning outcomes and high learning standards in the program of studies are designed to prepare students for present and future language requirements. Changes

More information

English Syllabus for Grades 1-4. Desktop/ Files Returned by Experts August 2008 / English cover, content & introduction Grades 1-4 cv2

English Syllabus for Grades 1-4. Desktop/ Files Returned by Experts August 2008 / English cover, content & introduction Grades 1-4 cv2 Desktop/ Files Returned by Experts August 2008 / English cover, content & introduction Grades 1-4 cv2 Table of Contents Rationale... Topic flow charts for Grades 1-4... Minimum Learning Competencies for

More information

Virginia English Standards of Learning Grade 8

Virginia English Standards of Learning Grade 8 A Correlation of Prentice Hall Writing Coach 2012 To the Virginia English Standards of Learning A Correlation of, 2012, Introduction This document demonstrates how, 2012, meets the objectives of the. Correlation

More information

Assessment, Recording and Reporting Policy

Assessment, Recording and Reporting Policy Assessment, Recording and Reporting Policy Assessment Assessment enables teachers and pupils to monitor and evaluate learning and to set new targets. Its purpose is to articulate progress and shape the

More information

Ashton Community Science College Edexcel GCSE Drama Student guide. Is this the right subject for me?

Ashton Community Science College Edexcel GCSE Drama Student guide. Is this the right subject for me? Ashton Community Science College Edexcel GCSE Drama Student guide Is this the right subject for me? Do you enjoy: Expressing yourself in an active and exciting way? Working in a group? Contributing your

More information

READING SPECIALIST STANDARDS

READING SPECIALIST STANDARDS READING SPECIALIST STANDARDS Standard I. Standard II. Standard III. Standard IV. Components of Reading: The Reading Specialist applies knowledge of the interrelated components of reading across all developmental

More information

Giffards Primary School

Giffards Primary School Giffards Primary School Learning Environment and Display Policy Agreed by Governors April 2011 Next Review Date April 2014 1 Giffards primary School Learning Environment and Display Policy This policy

More information

How To Teach Maths At Maple Primary School

How To Teach Maths At Maple Primary School 1 MAPLE SCHOOL MATHS POLICY Updated June 2015 by Rachel de la Croix (Maths Co-ordinator) School Vision A high-quality mathematics education provides a foundation for understanding the world, the ability

More information

Hobbayne Primary School Music Policy Statement Updated October 2011

Hobbayne Primary School Music Policy Statement Updated October 2011 Hobbayne Primary School Music Policy Statement Updated October 2011 Statement of Intent This policy outlines the purpose, nature and management of Music taught in the school. The main aim of Music Teaching

More information

COMMUNICATION COMMUNITIES CULTURES COMPARISONS CONNECTIONS. STANDARDS FOR FOREIGN LANGUAGE LEARNING Preparing for the 21st Century

COMMUNICATION COMMUNITIES CULTURES COMPARISONS CONNECTIONS. STANDARDS FOR FOREIGN LANGUAGE LEARNING Preparing for the 21st Century COMMUNICATION COMMUNITIES CULTURES COMPARISONS CONNECTIONS STANDARDS FOR FOREIGN LANGUAGE LEARNING Preparing for the 21st Century Language and communication are at the heart of the human experience. The

More information

English programmes of study: key stages 1 and 2. National curriculum in England

English programmes of study: key stages 1 and 2. National curriculum in England English programmes of study: key stages 1 and 2 National curriculum in England September 2013 Contents Spoken language years 1 to 6 7 Key stage 1 year 1 9 Key stage 1 year 2 16 Lower key stage 2 years

More information

English. Stage 6 Syllabus. English (Standard) English (Advanced) English as a Second Language (ESL) English (Extension) Fundamentals of English

English. Stage 6 Syllabus. English (Standard) English (Advanced) English as a Second Language (ESL) English (Extension) Fundamentals of English English Stage 6 Syllabus English (Standard) English (Advanced) English as a Second Language (ESL) English (Extension) Fundamentals of English Original published version updated: Nov/Dec 1999 Board Bulletin/Official

More information

Inspectorate Guidelines for Schools P R O M O T I N G T H E Q U A L I T Y O F L E A R N I N G

Inspectorate Guidelines for Schools P R O M O T I N G T H E Q U A L I T Y O F L E A R N I N G School Self-Evaluation Guidelines for Primary Schools Inspectorate Guidelines for Schools I N S P E C TO R AT E P R O M O T I N G T H E Q U A L I T Y O F L E A R N I N G 2 School Self-Evaluation Guidelines

More information

Indiana Department of Education

Indiana Department of Education GRADE 1 READING Guiding Principle: Students read a wide range of fiction, nonfiction, classic, and contemporary works, to build an understanding of texts, of themselves, and of the cultures of the United

More information

Welcome to the Reading Workshop. Learning, Loving and Laughing Together

Welcome to the Reading Workshop. Learning, Loving and Laughing Together Welcome to the Reading Workshop Aims for the workshop to encourage reading to be a regular and enjoyable activity to explore the best ways to read with your child to try an activity with your child(ren)

More information

Prettygate Junior School. Assessment, Recording and Reporting Policy. Date: Summer 2015 Review: Summer 2018

Prettygate Junior School. Assessment, Recording and Reporting Policy. Date: Summer 2015 Review: Summer 2018 Prettygate Junior School Assessment, Recording and Reporting Policy Date: Summer 2015 Review: Summer 2018 Vision Ensuring a safe, welcoming environment where everyone is valued Providing experiences to

More information

History. Key Stages 2 3. in the National Curriculum for Wales

History. Key Stages 2 3. in the National Curriculum for Wales Key Stages 2 3 History in the National Curriculum for Wales Yr Adran Plant, Addysg, Dysgu Gydol Oes a Sgiliau Department for Children, Education, Lifelong Learning and Skills History in the National Curriculum

More information

Policy statement: Assessment, recording and reporting achievement.

Policy statement: Assessment, recording and reporting achievement. Policy statement: Assessment, recording and reporting achievement. In partnership with the home and the local community, the school has a responsibility to fulfil the demands of the national curriculum

More information

New Jersey Core Curriculum Content Standards for Visual and Performing Arts INTRODUCTION

New Jersey Core Curriculum Content Standards for Visual and Performing Arts INTRODUCTION Content Area Standard Strand By the end of grade P 2 New Jersey Core Curriculum Content Standards for Visual and Performing Arts INTRODUCTION Visual and Performing Arts 1.4 Aesthetic Responses & Critique

More information

Academic Standards for Reading, Writing, Speaking, and Listening

Academic Standards for Reading, Writing, Speaking, and Listening Academic Standards for Reading, Writing, Speaking, and Listening Pre-K - 3 REVISED May 18, 2010 Pennsylvania Department of Education These standards are offered as a voluntary resource for Pennsylvania

More information

Grade 1 LA. 1. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 27

Grade 1 LA. 1. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 27 Grade 1 LA. 1. 1. 1. 1 Subject Grade Strand Standard Benchmark Florida K-12 Reading and Language Arts Standards 27 Grade 1: Reading Process Concepts of Print Standard: The student demonstrates knowledge

More information

Policy Document Planning, Assessment, Recording and Reporting September 2010

Policy Document Planning, Assessment, Recording and Reporting September 2010 Policy Document Planning, Assessment, Recording and Reporting September 2010 PLANNING, ASSESSMENT, RECORDING AND REPORTING POLICY 1 INTRODUCTION Planning, assessment, recording and reporting are an integral

More information

ST. NICHOLAS SCHOOL PLANNING, ASSESSMENT, RECORDING, REPORTING AND CELEBRATION POLICY

ST. NICHOLAS SCHOOL PLANNING, ASSESSMENT, RECORDING, REPORTING AND CELEBRATION POLICY ST. NICHOLAS SCHOOL PLANNING, ASSESSMENT, RECORDING, REPORTING AND CELEBRATION POLICY INTRODUCTION This policy was drawn up by the Senior Management Team after full consultation with the staff, and using

More information

Shape of the Australian Curriculum: English. May 2009

Shape of the Australian Curriculum: English. May 2009 Shape of the Australian Curriculum: English May 2009 COPYRIGHT Commonwealth of Australia 2009 This work is copyright. You may download, display, print and reproduce this material in unaltered form only

More information

Cartooning and Animation MS. Middle School

Cartooning and Animation MS. Middle School Cartooning and Animation Middle School Course Title Cartooning and Animation MS Course Abbreviation CART/ANIM MS Course Code Number 200603 Special Notes General Art is a prerequisite, or department permission

More information

English. Suggested long term planning Years 1 to 6. Herts for Learning Ltd 01438 845111 www.hertsforlearning.co.uk

English. Suggested long term planning Years 1 to 6. Herts for Learning Ltd 01438 845111 www.hertsforlearning.co.uk English long term planning Years 1 to 6 Herts for Learning Ltd 01438 845111 www.hertsforlearning.co.uk The Long Term Plans allow for two planning approaches: Planning which follows the teaching sequence

More information

St Martin s C of E Primary School. Gifted and Talented Policy

St Martin s C of E Primary School. Gifted and Talented Policy St Martin s C of E Primary School Inspiring children to be the best they can be Gifted and Talented Policy Agreed April 2013 To be reviewed April 2015 Every child wants to be good at something, and every

More information

Contents. A Word About This Guide... 3. Why Is It Important for My Child to Read?... 4. How Will My Child Learn to Read?... 4

Contents. A Word About This Guide... 3. Why Is It Important for My Child to Read?... 4. How Will My Child Learn to Read?... 4 Contents A Word About This Guide............................... 3 Why Is It Important for My Child to Read?................ 4 How Will My Child Learn to Read?....................... 4 How Can I Help My

More information

The Role of the Science Subject Leader. The role of the subject leader is crucial if schools are to raise standards and

The Role of the Science Subject Leader. The role of the subject leader is crucial if schools are to raise standards and The Role of the Science Subject Leader The role of the subject leader is crucial if schools are to raise standards and support teachers and children. The pack contains details and information to help subject

More information

COLLIS PRIMARY SCHOOL MUSIC POLICY

COLLIS PRIMARY SCHOOL MUSIC POLICY COLLIS PRIMARY SCHOOL MUSIC POLICY Collis Primary School Fairfax Road, Teddington TW11 9BS Last Updated: February 2015 Music is a universal language that embodies one of the highest forms of creativity.

More information

Alignment of the National Standards for Learning Languages with the Common Core State Standards

Alignment of the National Standards for Learning Languages with the Common Core State Standards Alignment of the National with the Common Core State Standards Performance Expectations The Common Core State Standards for English Language Arts (ELA) and Literacy in History/Social Studies, Science,

More information

Appendix: W. Item: Curriculum Course Guide - New High School Course/Honors Creative Writing Department: Instructional Services

Appendix: W. Item: Curriculum Course Guide - New High School Course/Honors Creative Writing Department: Instructional Services Appendix: W Item: Curriculum Course Guide - New High School Course/Honors Creative Writing Department: Instructional Services Background/Historical Context: Creative Writing has been offered in our school

More information

PSHE at key stages 1 4 Guidance on assessment, recording and reporting

PSHE at key stages 1 4 Guidance on assessment, recording and reporting PSHE at key stages 1 4 Guidance on assessment, recording and reporting October 2005 QCA/05/2183 Contents About this guidance...2 What is this guidance for?...2 Why is assessment important?...2 Who is this

More information

High Halden Church of England Primary School. Early Years Policy

High Halden Church of England Primary School. Early Years Policy Early Years Policy As a Church of England School, we nurture the Christian faith in our pupils as well as teaching them knowledge and understanding of other religions. All stakeholders of Value: Equality

More information

Ms Juliani -Syllabus Special Education-Language/ Writing

Ms Juliani -Syllabus Special Education-Language/ Writing Ms Juliani -Syllabus Special Education-Language/ Writing * As a teacher, I have high expectations for my students and believe that they need to be encouraged, nurtured, and rewarded for their efforts.

More information

Create stories, songs, plays, and rhymes in play activities. Act out familiar stories, songs, rhymes, plays in play activities

Create stories, songs, plays, and rhymes in play activities. Act out familiar stories, songs, rhymes, plays in play activities PRESCHOOL Language Arts Literacy Expectation 1 Children listen and respond to environmental sounds, directions, and conversations. NJCCC K-12 Standard 3.4 Listening Strand A: Active Listening Strand B:

More information

ASSESSMENT, RECORDING AND REPORTING(ARR) POLICY.

ASSESSMENT, RECORDING AND REPORTING(ARR) POLICY. ASSESSMENT, RECORDING AND REPORTING(ARR) POLICY. Introduction The ARR Policy is closely linked to other key school policies (in particular: Teaching and Learning and Gifted and Talented) to ensure whole

More information