William Shrewsbury Primary School Policy Statement and Guidelines for English
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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
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