The Nature of English

English consists of: Communication, Language and Literacy in the Foundation Stage, and the three attainment targets are

∙ English Speaking and Listening,

∙ English Reading,

∙ English Writing

Communication Language and Literacy at the Foundation Stage includes communication, speaking and listening in different situations and for different purposes, being read to from a wide range of books and reading simple texts and writing for a range of purposes. All children should be given the best opportunities for effective development and learning in communication, language and literacy.

Speaking and Listening. Children need to be able to express themselves orally in an appropriate way, matching their style and response to audience and purpose. They need to be able to listen and respond to literature and to give and receive instructions. Speaking and listening skills are fundamental to progress in other areas of the curriculum and to the general emotional and intellectual development of the child.

Reading requires a multi-strategy approach in order to gain meaning from written text. It is not simply the decoding of black marks on the page but involves the ability to read, with understanding, a wide range of different types of text. Success in reading has a direct effect upon progress in most other areas of the curriculum and is crucial in developing children’s self-confidence and motivation.

Writing is a primary mean of expression, both for personal cognitive purposes and communicating meaning with others. Students learn how to write with confidence, fluency, imagination and accuracy by applying knowledge of:

∙ context and composition;

∙ grammar; phonics;

∙ word recognition and graphic knowledge;

∙ a wide range of spelling strategies;

∙ skills of handwriting and presentation.

 Entitlement

Individual and group programs for teaching, consolidation and support are used by the adults in conjunction with the SENCo. The needs of more able children are taken into account through differentiation.         

Where appropriate, English is used as a context to develop awareness of gender and cultural diversity. Speakers of English as an Additional Language would be encouraged to transfer their knowledge and understanding of their first tongue, pointing out similarities and differences between languages.

 Implementation

EXPLAIN TIMETABLING AGAIN AND PROVIDE LESSON PLANNING TEMPLATES, STANDARDIZED TESTS AND RUBRICS FOR EVALUATION PURPOSES.  

Speaking and Listening 

 Students will have opportunities to develop and practice their talk through play, to listen attentively and with increasing stamina and discrimination, to respond appropriately and confidently and to interact with others.

At Ks1 and Ks2, in order to promote high quality speaking and listening, teachers will adopt a variety of roles. It is not expected that this will happen in each lesson but teachers will incorporate the following over a period of time:

∙ modeling dialogue;

∙  turn taking;

∙  offering opinions and inviting response;

∙  modeling listening, e.g. the use of non-verbal communication, respecting, even if disagreeing with, the view of others;

∙  modeling values e.g. encouraging the participation of retiring or reticent students, praising boys who display sensitivity;

∙  modeling participation, e.g. recognizing the value of being seen as a learner alongside the students;

∙  providing a wide range of contexts for speaking and listening;

∙  supporting the students by providing clear structures for tasks which require the students to earn through talk;

∙  sharing roles with the students, e.g. as questioner, the ’expert’ on a particular topic.

∙  Role play and drama

  Reading 

Many of the Programs of Study for reading can be delivered through the Literacy Session, particularly through shared and guided reading sessions. In shared reading the teacher models the reading process to the whole class, as an expert reader, providing a high level of support. In guided reading the responsibility for reading shifts to the learner. The teacher structures the reading task and then requires the students, who are grouped by ability, to read and respond to the text themselves with the teacher facilitating. During the independent part of the Literacy hour, the student will be offered opportunities to read and comprehend a variety of texts according to the unit of work. Reading is not restricted to the Literacy session, with many opportunities being provided for students to practice and extend their reading in other subjects. All children will be encouraged to take books home to read and Years 2-6 will keep their own reading journal.

 Writing 

Many of the programs of Study for writing can be delivered through the Literacy class, particularly through shared and guided writing sessions. In shared writing the teacher models the writing process to the whole class, providing a high level of support. In guided writing the teacher gives explicit feedback and support to a group, focusing on specific objectives. Students should also have opportunities to write independently and collaboratively, and, in the early stages, to experiment with writing for themselves by making marks. Where appropriate, they will have the opportunity for extended writing and sustained writing in other areas of the curriculum.

Word and sentence level work provides daily opportunities to develop phonological awareness in the early years and Key Stage 1, and the relationships between grammar, meaning and spelling with older students. Plenary sessions provide opportunities for evaluation, reflection and discussion about the reading and writing that children have undertaken.

 Assessment and progression

Teaching should be objective-led, based on prior attainment, and assessment should inform future planning.

In the Foundation Stage, student assessment through observation and activity will be recorded on the Foundation Stage Profile and shared with parents. Observations and informal assessments for learning will continue to happen throughout a child’s primary years.

End of year assessments are used to support the ongoing teacher assessment through the Year

All teachers will make assessments against the Common Core State Standards and key objectives for English and level descriptors to ensure that progress is regularly recorded and monitored. These assessments will be used to inform next steps for learning.

 ICT Connections

Students will be given opportunities to apply and develop their ICT capability through the use of ICT tools to support their learning in English.

 Students will be given opportunities to support their work by being taught how to:

∙Use research skills

∙Edit their work

∙Communicate through a range of electronic media

∙ Redraft and evaluate their work

 Differentiation while providing Equal opportunities.  

Teachers of English may choose knowledge, skills and understanding from earlier or later key stages of the National Curriculum so that individual students can make progress and show what they can achieve. At Eagles School we are committed to providing all children with an equal entitlement regardless of race, gender, culture or class