At Bournville Village Primary School, we aim for all children to:
- read and write with confidence, fluency and understanding, using a developing range of independent strategies to self-monitor and correct
- have a love of reading; read with understanding and purpose; read for enjoyment across a range of texts and in a variety of formats, including use of the latest technology
- have an interest in words and their meanings; develop a growing vocabulary in spoken and written forms
- use joined, legible writing and confidently spell an increasing range of words
- develop the ability to use punctuation and syntax appropriately and with confidence
- write in a variety of styles and forms, organising the content to suit a range of audiences and purposes appropriate to real life situations
- encourage a love of writing and enable pupils to confidently plan, draft, edit, proof-read and publish their writing through different media
- value the use of language as a means of communication and to value the language of others
- develop the skills needed to be a good listener, as well as the ability to express themselves appropriately in a variety of different situations
- enable children to use and transfer the skills they are learning in order to communicate effectively throughout the range of subjects taught in school.
TEACHING AND LEARNING IN ENGLISH
Every lesson has clear learning intentions focused on outcomes. All lessons are well-planned, building on prior learning towards clear outcomes e.g. a narrative, a balanced argument presented as a debate, a persuasive speech. Teaching sequences allow for coverage of spoken language, reading comprehension and writing composition, including grammar and punctuation, the writing process, spelling and handwriting.
Lessons are well-paced, engaging and interactive. Pupils’ contributions and involvement are positively sought after and encouraged. High expectations ensure that each child can realise, and exceed, their own targets.
The English curriculum is planned and delivered according to the statutory requirements of the National Curriculum 2014. The annual overview for each phase details coverage of English reading and writing opportunities across each year group and term. From this, teachers build detailed units of work (teaching sequences) based on quality children’s literature and the broader curriculum.
CLPE’s Power of Reading website provides teachers with support for planning stimulating teaching sequences (www.CLPE.org.uk). Weekly plans give learning intentions for each lesson, details of support and challenge, and how lessons will be taught, drawing on a wide range of teaching strategies, which include:
- discussion and argument
- teacher demonstration
- teacher modelling
- explanation and clarity
- questioning techniques (in particular the use of Bloom’s Taxonomy)
- investigation of idea
- listening and responding.
Grammar, punctuation, spelling and handwriting are taught regularly and explicitly, guided by the expectations of the National Curriculum, and in context where possible, e.g. direct teaching of relative clauses as part of a teaching sequence with a non-chronological report as an outcome; direct teaching of the use of fronted adverbials in a teaching sequence with newspaper articles as an outcome.