This page aims to give you an insight into how English is planned, taught and assessed within our school. As teachers, we want the English curriculum to be engaging, creative and provide as many opportunities as possible for children to learn in a variety of ways whilst aiming to develop greater independence, thoughtfulness and reflectiveness in Writing and Reading.
We are extremely proud of how our English Curriculum is formed and how it has established a clear and precise continuation of skills throughout each year group and shows an incredible learning journey from Year 3 to Year 6.
At Kinsale Junior School, we believe that the ability to read is a skill which is fundamental to many aspects of life. Throughout school, being able to read is central to accessing a wide range of areas of the curriculum. All children are offered the opportunity to be successful in a rich and diverse learning environment
Aims and Objectives:
- Children to become confident, fluent, accurate, independent readers who read with understanding.
- To develop enthusiastic and reflective readers.
- To read a variety of texts through use of libraries, ICT and other media.
- To read and respond to a variety of different genre of literature.
- Children to have access to a range of non-fiction texts, which stimulate both individual interests and enhance all curriculum areas.
- To promote a lifelong love of reading.
‘Read with RIC’ – RIC is an abbreviation for the reading skills of Retrieve, Interpret and Choice and is a whole class teaching tool for reading. The strategy breaks down reading skills so the children can have a better understanding of what they need to do in order to answer different questions. These skills are fundamental aspects of inference and deduction. We aim to provide children experiences reading a variety of genres throughout the year.
Children are encouraged to answer a variety of different level questions throughout lessons; the teacher will use previous assessment knowledge to identify key reading skills that need enhancing through small group or individual support. There will be ample opportunities for the children to further develop these skills in a variety of ways with support whilst encouraging independence.
The Journey to Becoming an Independent Reader
The school has recently invested into Accelerated Reader. The software provides a tracking system which both teachers and children can use to see how they are achieving.
Accelerated Reader allows children to take ownership of their journey to becoming a successful reader by selecting books which interest them. Each book has a quiz linked to it which the children can test themselves on when they finish reading the book. This allows children to track their success and develop independent reading at their own level and pace.
In order to give children the best possible opportunity to develop their reading confidence, we believe children should be reading for at least 10 minutes every day.
Reading for pleasure is of great importance to the school and the school offer opportunities for all children to find a book that they will enjoy. Additionally, we dedicate at least 20 minutes per day to reading on the school timetable where adults read to the children for enjoyment.
The school has developed an approach to writing assessment based on that in Year 6. We believe the importance of all children being assessed at their current year group level, with the exception of some SEN.
A range of writing genres are used to provide children with many opportunities to experience different writing styles. Where possible, teachers will use topics or books to influence writing tasks.
The teacher will model writing and promote shared writing within the classroom. Children may be given a piece of writing to assess against the individual year group writing targets and join in discussions alongside the teacher in order to help develop understanding and promote independent writing and upgrading.
All children are taught and encouraged to use purple pens for upgrading. Teachers will identify an appropriate amount of re-drafting before children write a final piece into Wonderful Writing Books which is then used for assessment. A number of strategies are used in order to prepare children for writing tasks, such as the development of word banks, investigating specific writing genres and practical activities. We aim for at least one piece of assessed writing to be completed each half term
Grammar and Punctuation
There is no defined strategy to teaching Grammar and Punctuation within the school, instead each year group adopts different approaches to teaching aspects of Grammar and Punctuation. Specific areas may be taught in relation to a current writing topic or spelling focus and will form part of a lesson such as a starter or plenary. Sometimes, whole lessons will be used for a particular focus.