English

English National Curriculum

The overarching intent for English is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment.

The national curriculum for English aims to ensure that all pupils:

•  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
• 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.

English at St. Catherine's

Reading

We believe that the ability to read fluently is the doorway to almost all other learning. Consequently, learning to read and then reading regularly and widely is at the heart of our curriculum design. At St. Catherine’s we foster a ‘we love reading’ ethic alongside regular interactive reading sessions, focusing on ways to teach the mechanics of reading and the magic of the written word. This combines reading fluency and comprehension.  In Key Stage 1 we use Read Write INC to develop decoding skills and then reading linked to appropriate phonic material.  IN EYFS and Year 1 we implement the Read Write scheme fully. All teachers have had relevant training to deliver this. 

Guided reading is delivered daily across the school and additional 1:1 reading promotes reading fluency for pupils.  From Year 2 pupils are able to access Accelerated Reader which supports reading and the development of comprehension skills through the use of comprehension quizzes.  Pupils are able to read a broad and varied selection of books from the new and updated school library which is linked to the Accelerated Reader system which promotes reading enthusiasm.  Reading has a high profile across school with all teachers reading a class novel/book to pupils for 15 mins daily and every Weekly Achiever identified by the class teacher receives a book reward ensuring that all children by the end of Year 6 will have a library of books they have selected to read at home.

Writing

At St. Catherine's we use Pathways to Write to cover our writing requirements. This approach is built around units focused around a book to support the development of vocabulary, reading and writing skills. This mastery writing approach ensures pupils from reception to year 6 are fully engaged in the context for learning and gives opportunities for pupils to practise the skills they are taught through shorter writing tasks before applying these within an extended piece of writing.

Within each unit, previously taught skills are assessed before new, age-related skills are introduced. There are plenty of opportunities to practise new learning and master skills through a range of engaging activities and varied writing tasks. By limiting the number of skills the units contain, pupils can really master their writing techniques in extended pieces at the end of a unit, providing excellent, focused assessment opportunities for teachers.

Children are encouraged to write creatively and showcase their learning in planned extended writing pieces and independent writing tasks every 2 weeks which are conferenced with their teachers.

Phonics and Spelling

In early years we use Read Write Inc as our preferred scheme for the delivery of phonics. The teaching of phonics begins in Reception, where sounds are introduced at a rate of one a day throughout the autumn and spring term. Sounds are consolidated in the summer term. This knowledge is built upon in Year 1; more complex sounds are introduced and reinforced throughout Year 2. All children are grouped within their phonic phase to ensure that the correct resources and teaching expertise are available to them and so that they are able to learn at an appropriate pace in small groups.  This occurs daily at 10.30 across KS 1.

During the summer term in Year 1, children nationwide are tested on their phonic knowledge. This test helps us to identify children who have gaps in their phonic knowledge and may need support in Year 2 to develop reading and writing skills. The test is very low-key and the children are not aware that they are being tested. Parents are informed as to whether their child has achieved the national expectation within the child’s end-of-year report. Additional tuition in phonics will be given to those children who did not achieve a pass during Year 2 and they will be tested again in the summer term.

Spelling in KS2 is supported by sessions which focus upon teaching sessions and spelling investigations in addition to regular spelling tests of the compulsory spelling words in each year group.  This is linked to direct teaching of SPAG skills including the formal teaching of handwriting

Curriculum Links

Reading and writing permeates throughout the whole of our curriculum. We are aware of the need to be able to write for a range of purposes and audiences. This is particularly captured through our writing opportunities in Come and See, History and Geography where the children can showcase their learning in these subjects using a range of different genre.   Our wider curriculum seeks to embed writing by ensuring that children produce a piece of writing at the end of a topic and independent writing tasks are also selected to make links with other curriculum learning areas.