English curriculum overview
English Intent Statement
At Rednal Hill Junior School, it is our intent to provide pupils with a language rich education in English which will teach pupils how to speak, read and write fluently, so that they can communicate their ideas and emotions effectively. Our intention is to build quality books at the heart of our curriculum in order to encourage pupils to read widely to develop a deeper understanding of themselves and of the world around them; establish an appreciation and love of reading; gain knowledge of the wider curriculum; develop good fluency and comprehension skills and become great writers. Writing is taught through a range of exciting stimuli which include: books, film clips, visitors in school, real life experiences and the curriculum. Embedded within our English curriculum is also the teaching of spelling, grammar, punctuation, handwriting and vocabulary, in order to equip the pupils with the skills to become confident and fluent writers. Teachers model the writing process and demonstrate the high expectations of writing.
- We teach a daily 30-minute whole class reading lesson using the ‘Bug Club’ comprehension reading scheme and the ‘rapid reading’ scheme for lower ability readers. The use of these books and workbooks ensures that the pupils are exposed to a variety of quality vocabulary rich books which are pitched appropriately. Embedded into this we focus on 5 key reading skills: fluency, clarifying language and vocabulary, retrieval of key information, inference and deduction, evaluating and thinking about what we are reading and developing a love of reading. We have developed our own reading hooks to aid the children with these skills.
- Our daily 1 hour and 20 minute English lessons are based on quality books and are linked to curriculum topics where possible. Each year group also has an author or classic novel study in order to broaden pupils’ experience of some key authors and classic stories.
- We have a reading champion to promote the love of books and literature and to ensure that reading is a high profile.
- We use a range of reading scheme books, which are book banded for children to have as their reading book which goes home for parents to support their child with their reading.
- We have a library which is stocked with a variety of quality fiction and non-fiction books and children are able to choose and change books during the soft opening and lunch times.
- We have an increasing selection of non-fiction books which link to our curriculum so pupils have access to these books when studying different topics.
- We use ‘Read, Write, Inc’ phonics for children who still require phonics intervention and this is delivered primarily through daily 20-minute intervention groups in Years 3 and 4. Precision reading and reading intervention groups target children who need extra support and practice.
- Children and parents have the opportunity to visit a Scholastic book fair to purchase books twice a year.
- Our daily 1 hour and 20 minute English lessons are based on quality books, visual literacy, trips and experiences and our curriculum topics. Pupils study 5 new books/texts across each year group to stimulate writing and learn the craft of becoming good writers.•
- The learning journey for a unit of work is sequenced using: ‘Read-it’, ‘Rip-it’, ‘Rehearse-it’, ‘Write-it’ and ‘Review-it’. This allows pupils to use quality books and authors’ styles to influence their own writing. •
- As part of the daily English lessons, spelling, punctuation, grammar, vocabulary and handwriting is taught during the first 20 minutes of the lessons to teach national curriculum objectives and address any misconceptions during previous lessons. To support a consistent approach throughout the school we use a visual aid to allow our learners to understand which basic skill they are learning.
- ‘Cued spelling’ is used as a strategy across the school and for pupils who need extra support for spelling though targeted spelling interventions. We also use precision spelling for 1:1 work with individual pupils.
- Daily assessment for learning opportunities through marking, pupil observations and discussions evidence progress.
- Work in books is of a good quality for their age and ability.
- Pupils read a range of books fluently and with good comprehension.
- Termly reading tests evidence progress and are used to support teacher assessments.
- KS2 SATs tests demonstrate knowledge and skills taught.
- Monitoring opportunities in school demonstrate pupils can apply taught reading and writing skills independently.
- Pupils talk with passion during pupil conferencing about their learning in English.
Miss. J. Weir
If you'd like to find out more please contact me via the school office using:
Tel: 0121 453 2520