English

An Introduction to English

Here at St Francis we intend for all children be efficient readers, writers and communicators of language. We aim to secure every child’s love of reading so that they read for pleasure during their school lives and far beyond into adulthood. We develop all aspects of English to support our children to be able to fully partake in society during every step of their life’s journey. Language is powerful and it can be used to support children’s emotional, social, intellectual and spiritual presence. Although English is taught as discreet lessons, e.g. phonics, spelling, handwriting we recognise the importance of teaching in context and with purpose.

Following the aims of the National Curriculum for English, we aim to ensure that our children:

■ 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 for a range of contexts, purposes and audiences

■ use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas

■ are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate

Speaking & Listening

Intent - Speaking & Listening

At St Francis we wish to encourage children to develop as fluent, confident and competent speakers who are also able to listen with interest and understanding for sustained periods. This encourages children to work collaboratively and to listen to the views of others. Working co-operatively and sharing ideas is a valuable and supportive exercise which needs to be planned and developed within each classroom. At St Francis we recognise that speaking and listening are a means of learning at school and far beyond into adulthood. Children’s language development is associated with their exploration and greater understanding of the world in which they live. Language enables children to make discoveries and to connect prior learning to new experiences. Children need speaking and listening in order to question, reason, formulate ideas, hypothesise and exchange ideas. At St Francis all teachers strive to be good listeners.

We intend that children will be able to:

use speech appropriately for different purposes
adopt appropriate vocabulary, tone, pace and style for a variety of audiences and in a variety of situations
understand the effect of speech on the listener
use talk to develop and express ideas
communicate meaning effectively
listen attentively and derive meaning from what others say
follow verbal instructions accurately
understand the importance of good listening and how to respond during discussions, conversations and when information is given or asked for
develop skills of turn-taking, negotiation and reaching consensus
appreciate the role of a ‘talk partner’ and the way in which others can help in the learning process by sharing ideas and being supportive

Implementation - Speaking & Listening

Speaking and listening may take the form of paired work, small groups or whole-class activities.
Children are given the opportunity to experiment with different ways of talking for different purposes and different audiences to experiment with and extend their choice of words, accent, grammar and style.
Children are given the chance to explain and clarify their thoughts to the audience.
Children have the chance to record or present their responses rather than reporting back only in a written form.
The role of the adult will also at times use language to speculate, enquire and debate to demonstrate that we are also exploratory users of language.
Children are encouraged to use a talk partner to consult, try out ideas, formulate a response, discuss a point, raise a question, explain a point, share own experiences.
Children in Key Stage 1 will be involved in a rage of drama activities, working in role, presenting drama and stories to others and responding to performances. They will be taught to: use language and actions to convey situations, characters and emotions, create and sustain roles individually and when working with others and comment constructively on drama they have watched or in which they have participated.
Children in Key Stage 2 will be involved in: improvisation and working in role, scripting and performing plays and responding to performances.
They will be taught to: create, adapt and sustain different roles, individually and in groups, use character, action and narrative to convey story themes, emotions and ideas in devised and scripted plays, use dramatic conventions to explore characters and issues and evaluate their own and others’ contributions to the overall effectiveness of performances.

Early Reading & Phonics

Intent - Early Reading & Phonics

Reading Gives Us Wings to Fly

Reading is a key life skill, and here at St Francis we understand the need to be able to read to access the whole curriculum. We aim for children to foster a love of books and life-long reading habits by working with children to unlock the code and become fluent, habitual readers.

The systematic teaching of synthetic phonics, using Supersonic Phonics is given a high priority through EYFS and KS1.

Implementation - Early Reading & Phonics

Phonic sessions include teacher modelling and experience of using new and previous learning to recognise, build, read and write. Children are practising and applying the new learning through building reading and writing. Our children are highly engaged, motivated and excited in their phonic sessions. Adults use key phrases to support the children’s learning, e.g. Listen with Len before we pick up a pen.

Nursery

At St Francis our nursey children are introduced to a plethora of nursery rhymes, with many becoming firm favourites. Rhymes are explored through singing, chanting, and talking. Sounds are explored in the environment as children connect familiar sounds to objects as they move towards sounds for decoding. Our nursery is a story rich environment which is promoted through the love of books and reading and talking. Opportunities for children to explore language are planned for and ‘chance moments’ are acted upon. A love of language is fostered as adults model and encourage a range of story-based learning and experiences. Our children are introduced to graphemes (letter formations) and phonemes (letter sounds), this helps them to begin to make meaning. Picture books and early word books are fully accessible to children throughout the day to support curiosity, vocabulary development, enjoyment and a love of books.

Reception and Year 1:

Phonic sessions are delivered daily (including a weekly review session). Three practice reading sessions take place each week, using a matched ability reading book (Big Cat Books which are carefully aligned with Supersonic Phonics) which is then sent home to ensure the embedding of the phonic code, fluency, understanding and enjoyment. The practice reading sessions focus on decoding, prosody and comprehension.

Stories are read to the children for pleasure and to enhance vocabulary and enjoyment. Children listen to and discuss stories regularly throughout the week, read by the class teacher. Book discussions take place throughout the week and we ensure that the children are read to on a regular basis. Children take home a reading for pleasure book weekly. Regular assessments ensure that children who are at risk of falling behind are identified quickly and support is robust.

Year 2 and Year 3

Children in Year 2 who did not meet the required score in the Phonics Screening Test continue to attend daily phonic sessions based on ongoing assessments of their needs. The children also receive phonetically decodable books based on the stage of their phonic development.

They have practise reading sessions on an individual basis three times a week. The phonetically matched books are sent home for the children to practise and to support their development of prosody, fluency and comprehension.

Children who have passed the Phonic Screening Test move on to guided reading where texts are matched to reading ability. The children also have comprehension to respond to based on the book and a weekly reflection where they respond to the text with their own opinions and ideas.

Year 4 to Year 6

In Y4 – Y6 children take part in whole class reading sessions. The class teacher selects the text and plans carefully taking into account the need for comprehension skills along with developing the children’s ability to respond to texts using both evidence and personal preference. If a child needs further support, then reading takes place in smaller group sessions.

All classes have a class story each term which is read for pure enjoyment. All children have a home reading book and they also enjoy selecting their own book from the library.

Reading

Intent - Reading

Read to learn and learn to read!

Reading should be a source of pleasure, enjoyment and richness. We will equip children with the skills necessary to become fluent readers as well as ensuring that they participate as ‘active meaning makers’ in the process. Children bring with them to school a wide range of attitudes towards, understanding of and experiences with reading, we recognise this diversity of children’s experiences, skills and understanding and work with them and their families to develop each individual as an able and enthusiastic reader.

We intend that children will be able to:

develop children as confident readers
develop key skills for children to read fluently, accurately, with understanding and enjoyment
develop children’s knowledge of children’s literature, both narrative and non-narrative
encourage children to be able to respond to texts they have read with confidence, drawing from their opinions and evidence from the text
develop children’s ability to use information texts and locate, extract and use relevant information
develop children’s love for and enthusiasm towards reading (including poetry)
develop the habit of reading wildly and often, for pleasure and information
ensure that children are competent and confident in the range of reading strategies needed to be fluent readers
understand a rich vocabulary in their reading and to be able use this vocabulary in their speech to be effective communicators
ensure that all children are supported in closing gaps in their reading

Implementation - Reading

We feel that it is important for children at St Francis to read as frequently as possible.

Here at St Francis we understand that reading is the key to unlocking the wider curriculum which is why we place such value on reading experiences. Our children have access to their well-stocked, comfortable library where they can choose a book to enjoy. All classes visit once a week to either change a book or to relax and dive into a book of their choice. All classes have their own book corners to enjoy where children can further explore the world of books. At St Francis we embrace the opportunity to share reading experiences through, for example, World Book Day celebrations, whether dressing up as an adjective, swapping a book, or connecting to the wider world through an author visit we welcome the occasion to celebrate books.

Learning to read takes time and can be harder for some children to grasp. At St Francis we recognise the different starting points of children and we are here to support their individual needs on their reading continuum. Assessments are used to support our teaching and planning processes and to ensure that steps in progress enable us to know what support the child needs next.

We are ambitious for every child, striving to support our children on their reading journey, whether more experienced readers, readers learning English, readers from more disadvantaged backgrounds or readers who are finding the process tricky, we aim to provide a rich and stimulating reading curriculum for every child.

Reading is taught in a variety of ways, depending on the year group. We recognise that the reading process needs to be modelled and the skills of fluency, prosody, decoding, comprehension and vocabulary building are demonstrated through focused teaching.

In Nursey, Reception and Year 1 the children are taught daily phonics through Supersonic Phonics, which includes the use of phonetically decodable books. Books are selected and matched to the child’s phonic ability and children have weekly opportunities to read with an adult. The same books are also sent home with children so that their reading can be consolidated with support of a parent / carer (also see section on Early Reading).

Children who have passed the Phonics Screening Test then move on to the higher level phonetically decodable books before moving to selecting books of their own choice (although these book choices are still monitored by class teachers). Children in Y2 and Y3 have group guided sessions whereas children in Y4 -6 take part in whole class reading sessions as these children are fluent, proficient readers and attention is turned to text analysis and discussion. These sessions combine shared and individual reading time with teacher demonstration being integral to the process.

Writing

Intent - Writing

At St Francis we believe that writing is integral to learning. The knowledge that a child brings to school needs to be built upon and recognised as a valuable starting point. Positive attitudes to writing must be fostered, we believe that writing is a creative process and children should be encouraged to view themselves on a writing continuum and take part in their own writing development. We encourage children to feel secure in the knowledge that it is acceptable to ‘have a go’ and to take risks. Here at St Francis, we encourage independent writers and understand that writing is a means of communication. Children’s writing is viewed as a developmental process in which writing competence is always being enhanced and built upon. At St Francis we have high expectations of children’s writing. Writing should be an enjoyable activity, which promotes social, emotional and educational development. We strive to ensure writing is not repetitive, mundane and non-challenging. Writing permeates all other subjects; children need to be able to communicate effectively through writing. They are taught to use writing as a means of developing, organising and communicating ideas.

Our intention is to:

foster positive attitudes towards writing
encourage independent writers
equip children with the writing skills that they need in a literate society
support children to understand that writing is a powerful means of communication
motivate children to write
develop a community of writers
encourage children to have ownership of their writing
expose children to and teach a wide vocabulary
provide authentic opportunities for children to write
provide opportunities for children to write across a variety of subjects
ensure that children are taught the processes of writing (planning, drafting, editing, revising and publishing)
ensure children have a good understanding of grammar, punctuation and spelling and how to use these to sculpt their writing
shape children to take pride in their writing and their efforts to produce the best they can
place great literature at the heart of the English curriculum to support writing quality
teach English as a subject and select texts because of their lasting quality

use texts that provide challenge, are worth experiencing and broaden a child’s reading and writing repertoire

deepen understanding & engagement with texts and with writing
develop a love of writing

Implementation - Writing

At St Francis we value the importance of reading as a writer and writing as a reader and because of this we ensure that our writing is closely linked to our reading through our core texts. These high-quality texts are purposefully selected as challenging texts, and often quirky texts, on which to build a high-quality curriculum for all children to access and enjoy.

Our curriculum outlines the writing outcomes for each unit, which include narrative, poetry and non-fiction for the children to engage with. Our children progress through different genres as they move through the school with opportunities to re-visit a focused selection of literacy devices; linking characters and their setting, building emotional atmosphere, personification, tension and drama, denouement (story endings), imagery (metaphor and similes).

The ‘Opening Doors’ techniques are used explore the texts as a reader first and then children have the opportunity to complete ‘taster drafts’ where they try out the different styles for themselves and dip into the world of being a writer. These taster drafts support the build up towards a final piece of writing where the unit strands are brought together.

Our process for writing takes the shape of planning, drafting, revising, editing, sharing, and publishing. Our steps in the writing process ensure that our children have opportunities to practise these skills in taster drafts as well as final pieces. Our steps in the writing process also include drama, speaking and listening and where relevant elements of visual literacy to support our children along their journey, for example, responding to an illustration or short film clip.

Grammar, spelling and punctuation are taught in context and these skills are mapped out across the year and revisited. Our high-quality texts provide an excellent springboard in supporting our children’s understanding of these elements. Here at St Francis we see the value of teaching grammar in conjunction with our core texts so that children can see a relevant, direct link between grammar and writing for a purpose and audience. We understand that from time to time 'stand alone' lessons may be needed but where possible we link grammar to our units in meaningful ways. We also recognise the need to supplement our children’s learning therefore we also use the Supersonic Spelling programme (which links to our phonic choice) to enhance learning.

Our EYFS and Year 1 children begin their writing process with taking part in Drawing Club where the world of imagination is unlocked through tales and stories whilst enriching the children’s vocabulary and excitement to write with a meaning. This approach ‘immerses children into a world full of imagination where anything can happen and often does’. What a way to being a writing journey! Children are introduced to the story or short clip and begin the writing sequence with exploring the character and then the setting (the baddie of the story is often a good place to start!). Children then go on to explore what could change in the story and consider why this might happen.

Handwriting

Intent - Handwriting

Handwriting should be an enjoyable task in which children understand the importance of a fluent, legible hand. We intend to equip children with the skills necessary to become fluent, legible writers.

Handwriting is taught systematically but imaginatively from the very start of formal teaching. The more thoroughly handwriting is taught at the beginning, the less time will be necessary later on.

Everyone in the school understands that handwriting may always be problematic for some children, however much help they receive. With that understanding, praise is given instead of criticism for the extra effort involved.

We intend that children will:

develop confidence in their handwriting.
develop key skills to enable children to produce handwriting that is fluent and legible
ensure that all children can form letters correctly
by the end of Year 6 all children to be using a semi-cursive hand and some may go on to develop their own fluent, legible script

Implementation – Handwriting

Here at St Francis we use the Penpals Handwriting materials. This is a complete handwriting scheme for children from 3 – 11 and it is built upon the five developmental stages of handwriting:

Physical preparation for handwriting
Securing correct letter formation
Beginning to join
Securing the joins and practicing speed
Fluency and developing a personal style

Handwriting is taught from Nursery where children are helped to prepare for holding a pencil through their gross and fine motor skills. In Reception these skills are built upon and children move towards the first steps in correct pencil grip and letter formations.

From Year 1 children take part in a weekly programme of handwriting lessons which are timetables through the week, from the initial introductory session to practise sessions to ensure that children receive the time needed to master this skill.