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Chorlton C of E Primary School

“An Adventure for the Mind, and a Home for the Heart”

“UN Rights of a Child Article 2: A child has rights, whatever their ethnicity, gender, religion, language or abilities. Whatever they think or say, whatever their family background.”

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English

Position Statement For Recovery September 2020

 

Re-establishing the ‘basics’ using the National Curriculum, English Programmes of study will be paramount for reading and writing. Oracy and reading will be prioritised in the first weeks to ensure that children hear stories, ask questions, use role play and have shared enjoyment of books.

 

In the first week all children will have the opportunity to read with the class teacher. Short discussions will take place with each child about their reading habits over the summer, favourite authors and book preferences. Initially children will be asked to read a text from their spring time book level and observations based on fluency and comprehension will be made.

 

During the month of September, the children’s reading level will then be benchmarked so that appropriate texts can be selected for home books and their guided reading sessions. In EYFS and KS1 this will also provide an opportunity to assess phonics understanding (grapheme- phoneme correspondence) and reading of tricky words. Books will only go home once pupils are benchmarked, possibly weeks 3/4. Reading books being sent home as well as guided reading books used in class will be quarantined for 3 days on return before use by any other child or group. Teachers will take a selection of books into class for children to choose from as home readers. Children will not access the library or book collections themselves.

 

During the initial weeks teachers will use high quality texts that support the recovery curriculum. These texts instigate talk about hope, friendship and feelings. This is a slight change to our original long term English curriculum to reflect the unique situation we will be returning to in September. On return to school all classes will use the text ‘While we can’t hug’ by Eoin Mclaughlin, to encourage discussion about social distancing and alternative ways to show others that we love and care for them.  

 

After a review of these first few weeks we are hopeful that we will be in a position to return to our original Long Term Planning. However, staff should be mindful that some units within year groups may need to be rearranged if it is felt more appropriate. These books will help re-establish whole class reading sessions, generate creative writing opportunities as well as provide cross curricular opportunities in the arts, science and humanities.    

These writing experiences will encourage the freedom of writing again whilst also allow teachers to assess the ‘fundamentals’ of children’s writing, including:

·         letter formation/handwriting

·         word level - spellings

·         sentence punctuation

·         composition & grammar

·         writing stamina

 

Following this, teachers will be able to complete a gap analysis and reflect on content and objectives that may need to be covered or included from the previous year.  This will be a priority so teachers are able to adjust/tailor planning as they commence their new units - Weeks 5/6.

Our Vision for English:

  • To develop strong speaking and listening skills that allow children to express themselves and communicate confidently across a range of purposes and contexts
  • To fluently read and understand a wide range of texts appropriate to a child of their age
  • To choose to read widely and often in their own time, expressing opinions about books and authors
  • To see themselves as writers, creating independent pieces for a range of purposes, that are both creative and technically proficient
  • To provide a secure foundation of the English Language to prepare children for their transition into secondary education and beyond

 

Shaping Our English Curriculum: 

We develop pupils’ spoken language, reading, writing and vocabulary as integral aspects of the teaching of every subject. English is both a subject in its own right and provides access to the whole curriculum. Fluency in the English language is an essential foundation for success in all subjects.

 

Phonics 

We follow the multi-sensory, synthetic Jolly Phonics programme to teach phonics and spelling. In the Foundation Stage and Key Stage 1 phonics is taught daily at a discrete dedicated time. Children are grouped in their classes according to the phase they are working at. Weekly spelling or sound investigations are usually matched to the work that has been covered in Jolly Phonics that week. 

 

Reading 

Reading is at the heart of all learning at Chorlton CE. Guided Reading sessions take place each morning across both Key Stages. Children in EYFS have regular opportunities to read with the class teacher as well as being exposed to books in all areas of their continuous provision. Children have access to a range of quality fiction and non-fiction texts that compliment other areas of the curriculum and broaden their vocabulary. Reading for pleasure is promoted throughout the school and children read independently, with their peers, buddies and other adults. To further children's enjoyment of books they also have stories read to them.

 

Spoken Language

Developing language skills is at the heart of education and learning. Our curriculum ensures that children are taught to speak clearly and convey ideas confidently using Standard English. They also learn to justify ideas with reasons; ask questions to check understanding; develop vocabulary and build knowledge; negotiate; evaluate and build on the ideas of others. They are taught to give well-structured descriptions and explanations and develop their understanding through speculating, hypothesising and exploring ideas. This enables them to clarify their thinking as well as organise their ideas for writing.

 

Writing 

At Chorlton CE children are immersed in high quality texts that inspire children to write for a range of genres, with a clear purpose and audience. Where possible, writing is  linked to learning in other areas of the curriculum to help children to make associations. Writing lessons follow a phased approach including reading, speaking and listening and writing.  Children have the opportunity to observe teachers modelling writing as well as participating in shared writing activities.  Throughout the writing process children are encouraged to proof read, edit and re-draft their writing following feedback from their peers and their teacher.  Children self and peer assess their writing using rules and tools which are displayed in the classroom.  Published work can be found on displays and is celebrated with the wider school community.

 

Handwriting 

We provide regular opportunities for children to develop, practise and perfect skills and provide targeted support to any child experiencing difficulty. Handwriting is taught weekly to a whole class or groups of children and then practised. In Foundation Stage and KS1 we have introduced the Letter-join curvise handwriting scheme. As the children move through school they will continue to use the scheme through KS2. 

 

Our English curriculum is also drawn from: 

  • The Jolly Phonics & Grammar Programme 
  • Babcock for Spelling 
  • Letter-join cursive handwiritng programme 
  • Benchmarking for reading 
  • Primary Literacy Consultancy

 

Please see the whole school Progression and Overview documents below:

Chorlton C of E Primary School

“An Adventure for the Mind, and a Home for the Heart”

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