Gladstone Primary School. Grammar, Punctuation and Spelling Policy

Transcription

1 Gladstone Primary School Grammar, Punctuation and Spelling Policy Date Approved by Governors January 2016 Date for Next Review January

2 Gladstone Primary School Grammar, Punctuation and Spelling Policy The school is committed to safeguarding and promoting the welfare of children and expect all staff, governors and volunteers to share this commitment. Equal Opportunities At Gladstone Primary School we aim to enable all children full access to the curriculum, acknowledging and taking into account the diversity within the school community. Safeguarding All teachers will seek opportunities to include safeguarding in their teaching, with particular emphasis on staying safe. This policy should be read in conjunction with: The National Curriculum for English September 2013 And with the following policies: English Phonics Learning and Teaching Assessment, Recording and Reporting Response Equality, Diversity and Community Cohesion Health and Safety ICT SEN Able, Gifted and Talented PSHE Rationale The main aim for English in the national curriculum 2014 is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word. Aims As stated in the 2014 National Curriculum, 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. 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. At Gladstone Primary School we aim to ensure that pupils: have the knowledge to spell words efficiently and accurately whilst drawing on knowledge of phonics and spelling patterns 2

3 be aware of all parts of punctuation and be able to use them in their own reading and writing accurately are aware of correct English grammar and develop a secure grasp of these linguistic skills both orally and in any form of writing. To develop accurate oracy for all children so that they are effective and confident speakers and story tellers. Provision Children in EYFS follow a continuous provision model whereby English is taught alongside all curriculum areas. Teachers in EYFS use the Statutory Framework for the Early Years Foundation Stage and regular, ongoing assessments to inform their planning. This approach to assessing, teaching and learning continues in the Autumn Term of Year 1. From the Spring Term most children follow the National Curriculum Programmes of Study for Key Stage One. In Key Stage One and EYFS, phonics, including spelling, is taught daily in a separate 25 minute slot. In each year group children are grouped according to which phase they are working within. Phonics continues in Key Stage Two for children who continue to require a phonics led approach. Children in Years 2 to 6 have a daily literacy lesson. Teaching takes place in mixed ability classes, but pupils are grouped according to attainment during independent and guided work during the lesson, and for focussed support when appropriate. In Key Stage One spelling is predominantly taught as part of phonics learning. Grammar and punctuation is taught discretely as part of literacy, with opportunities to practise and reinforce these skills within subsequent lessons and through other subjects. In Key Stage Two spelling, grammar and punctuation is taught through discrete lessons with opportunities to practise and reinforce these skills within subsequent literacy lessons and through other subjects. Statutory guidance has also been provided for the teaching of grammar, punctuation and spelling for year groups one to six. Grammar is taught through: Discrete teaching of new skills The application of skills through shared, guided and independent writing opportunities Discussion of the writing process in the context of reading a text Talk in preparation for writing Talk for Writing and other strategies to capture ideas and practise skills 3

4 Spelling is taught through: The progressive teaching of phonics in line with Letters and Sounds The teaching of high frequency, common exception words in context, and through games and interactive activities Interactive activities and games during, or outside literacy, which explore word families, the roots and origins of words, common prefixes and suffixes and spelling rules and patterns The use of Look, Say, Cover, Write, Check Spelling tests on given words, including technical vocabulary from other curriculum areas Dictations (up to year 4) that include spelling patterns taught Punctuation is taught through: Discrete teaching of new skills Opportunities to practise within literacy and other curriculum areas Discussing the use of punctuation in shared and guided reading The Role of English Access Specialist Teacher (EAST) in the Literacy Lesson The role of the EAST teachers is to provide access to interventions and to support staff, where necessary. In some cases, these teachers lead parts of lessons with a focus on developing pupils spoken language. Assessment Children are assessed termly against the National Curriculum and their data is recorded into Target Tracker. The termly assessment informs medium term planning for the next term. Grammar, Punctuation and Spelling tests form part of the assessment arrangements for Years Two and Six. Support for Staff The literacy leader is available to support staff through: Providing opportunities to observe literacy or English lessons Providing opportunities to work alongside class teachers Providing information and help when requested Resources A range of games, text books and speaking and listening materials are stored in the Garden Room Electronic copies of Grammar for Writing and Support for Spelling can be found in the planning folder. 4

5 Monitoring The teaching of Grammar, Punctuation and Spelling is monitored by the Senior Leadership Team and the Literacy Subject Leader. Monitoring takes place through: Lesson observations Monitoring of medium term and weekly planning Scrutiny of pupils books Discussions with teachers and children Governor Monitoring and Review This policy is monitored by the Learning and Teaching Committee. Monitoring and review will include: Governor visits Discussion with the subject leader Reports from the subject leader Discussions with children This policy is monitored by the Learning and Teaching Committee of the Governing Body and will be reviewed every three years. Signed: Signed: Chair of the L&T Committee Headteacher Dated: Dated: 5