At Moorhill Primary School we believe that a quality English curriculum should develop children’s love of reading, writing and spoken communication. We have a rigorous and well organised English curriculum that provides many purposeful opportunities for reading, writing and spoken communication. Our curriculum follows the aims of the National Curriculum for English 2014 to enable all children to:
- read easily, fluently and with good understanding,
- develop the habit of reading widely and often, for both pleasure and information,
- acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language,
- appreciate our rich and varied literary heritage,
- write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences,
- are competent in the arts of speaking and listening.
These aims are embedded across our English lessons and the wider curriculum. We will provide the means for children to develop a secure knowledge-base in English, which follows a clear pathway of progression as they advance through the primary curriculum. Rigorous assessment and review will ensure that we are able to provide targeted support so that all children experience success in English; we believe that a secure basis in English is crucial to a high quality education and will give our children the tools they need to participate fully as a member of society.
Early reading and writing is supported through the Read Write Inc scheme. Regular training and development days ensure that staff are equipped to teach with the expertise and skills required to promote excellent progress, as well as a love of reading. Children are matched to a reading book through RWI, phonically appropriate books and Accelerated Reader.
In KS2, or when children have completed the RWI programme, they further develop deeper reading skills in line with the progression map for the school. Each class, has, in its timetable, time for independent reading, guided reading and opportunities to listen to stories. The children also take part in organising and developing their classroom reading area. Involving parents is important so we communicate and raise the profile of reading through a half termly newsletter.
When planning literacy lessons, teachers make links to other areas of the curriculum to ensure that cross curricular links provide further context for learning. Teaching blocks focus on fiction, non-fiction or poetry, using high quality texts, in line with the 2014 National Curriculum and comprehension, grammar and writing are embedded in lessons. Lessons sequences themselves build progressively towards an extended piece of writing. Handwriting and spelling are taught outside the English lesson in short focussed sessions.
Assessment for Learning is embedded in literacy lessons and children are active in reviewing the successes in their work and identifying, with support from their teacher, target areas for development to ensure a continuous and individualised approach to improving their work.
Reading and writing are valued highly by the children and they can talk confidently about their reading and writing. Children are about to talk confidently about their preferences and through the careful choosing of texts build on their cultural capital. Children can write for a range of audiences and purposes using a developing and growing range of vocabulary.