Literacy Policy
Aims
Teaching and learning styles
How we plan units of work
Foundation Stage
Spelling
Handwriting
Engish in other curriculum areas
ICT and English
Inclusion
Assessment for Learning
Aims
1.1 The study of English develops children’s ability to listen, speak, read and write for a wide range of purposes, including the communication of their ideas, views and feelings. Children are enabled to express themselves creatively and imaginatively as they become enthusiastic and critical readers of stories, poetry and drama, as well as of non-fiction and media texts. Children gain an understanding of how language works by looking at its patterns, structures and origins. Children use their knowledge, skills and understanding in speaking and writing across a range of different situations.
1.2 The aims of teaching English are:
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to enable children to speak clearly and audibly, and to take account of their listeners;
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to encourage children to listen with concentration, in order to identify the main points of what they have heard;
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to show children how to adapt their speech to a wide range of circumstances and demands;
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to teach children effective communication, both verbal and non-verbal, through a variety of drama activities
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to help them become confident, independent readers, through an appropriate focus on word-, sentence- and text-level knowledge;
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to develop enthusiastic and reflective readers, through contact with challenging and substantial texts;
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to foster the enjoyment of writing, and a recognition of its value;
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to encourage accurate and meaningful writing, be it narrative or non-fiction;
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to improve the planning, drafting and editing of their written work.
Teaching and learning styles
2.1 At Christ Church we use a variety of teaching and learning styles in our English lessons, as recommended by the National Literacy Strategy. Our principal aim is to develop children’s knowledge, skills, and understanding. We do this through a daily lesson in which children experience a whole-class reading or writing activity, a whole-class focused word or sentence activity, a guided group or independent activity, and a whole-class session to review progress and learning. Whilst there is a high proportion of whole-class and group teaching, the independent activity gives an opportunity to talk and collaborate, and so embed and enhance their learning. They have the opportunity to experience a wide range of texts, and to support their work with a variety of resources, such as dictionaries, thesauruses and phonic paddles. Children use ICT in English lessons where it enhances their learning. Wherever possible we encourage children to use and apply their learning in other areas of the curriculum.
2.2 In all classes children have a wide range of abilities, and we seek to provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this through a range of strategies. In some lessons we do it through differentiated group work, while in others we ask children to work from the same starting point before moving on to develop their own ideas. We use classroom assistants, where available, to support some children, and to enable work to be matched to the needs of individuals.
Back to topHow we plan units of work
3.1 English is a core subject in the National Curriculum. We use the National Literacy Strategy as the basis for implementing the statutory requirements of the programme of study for English.
3.2 We carry out the curriculum planning in English in three phases (long-term, medium-term and short-term). The National Literacy Strategy Framework for Teaching details what we teach in the long-term. Our yearly teaching programme identifies the key objectives in literacy that we teach to each year.
3.3 Our medium-term plans, which we also base on the Framework, give details of the main teaching objectives for each term. These plans define what we teach, and ensure an appropriate balance and distribution of work across each term. The subject leader is responsible for keeping and reviewing these plans (See Subject Leader’s File).
3.4 Class teachers complete a weekly (short-term) plan for the teaching of English. This lists the specific learning objectives and expected outcomes for each lesson, and gives details of how the lessons are to be taught. It also includes details of what each group of children will be learning. The class teacher keeps these individual plans and the Subject Leader collects them on disk form to be monitored.
Back to topFoundation Stage
4.1 We teach English in reception classes as an integral part of the school’s work. The format for the daily lesson is similar to that used in the rest of the school. As the reception class is part of the Foundation Stage of the National Curriculum, we relate the English aspects of the children’s work to the objectives set out in the Early Learning Goals, which underpin the curriculum planning for children aged three to five. We give all children the opportunity to talk and communicate in a widening range of situations, to respond to adults and to each other, to listen carefully, and to practise and extend their vocabulary and communication skills. They have the opportunity to explore words and texts, to enjoy them, to learn about them, and to use them in various situations.
Back to topSpelling
5.1 Pupils will be taught the ‘look, cover, write, check’ method as an aid to learning their spellings. The teachers will introduce common spelling patterns starting from Reception with consonant and short vowel sounds following the Jolly Phonics programme. Pupils will be taught regular spelling patterns in strings in conjunction with their handwriting. Spellings (and their testing) will be learnt in differentiated groups where necessary in both Key Stage 1 and Key Stage 2. In KS1 these spellings will be based o the sound patterns from The National Literacy Strategy and in KS2 from Spelling made Easy. Access will be given to word banks, word cards and dictionaries as early as thought necessary for the children.
Back to topHandwriting
6.1 Children will be taught a consistent basic style throughout the school. Letters will be formed as set out by the Jarman Handwriting font in which the Parent’s receive a copy before their child starts school in Reception and again at the end of Year 2. Teachers will encourage a correct pencil grip from Reception onwards. Letters will be taught with serifs from the beginning and be taught in conjunction with their spelling pattern. Handwriting will form an essential tool in the teaching of spelling. Individual letters will be taught by demonstrating their formation on the board, then tracing with the finger in the air and finally putting pencil to paper, ensuring that a child starts and finishes in the correct place. In Key Stage 1 Handwriting will be drip fed into the Literacy Hour at least twice a week (in conjunction with the sound they are learning that week) during whole class carpet time. In Key Stage 2 it will be taught in conjunction with spelling practice time.
6.2 Pencils of a normal size will be used from Year 1, slightly larger in Reception. Infant children who need a firmer hold will be trained to use a triangular grip. Blue ink pens will be used for Handwriting Practice in Year 3 and 4 and in all work as soon as a child becomes confident. By Year 5 children should be writing in a blue ink pen. Pencils (not pens) will be used in Maths books.
6.3 Special arrangements should be made for left handed children including posture, the correct positioning of the paper, and appropriate writing tools if necessary.
Back to topEngish in other curriculum areas
7.1 The skills that children develop in English are linked to, and applied in, every subject of our curriculum. The children’s skills in reading, writing, speaking and listening enable them to communicate and express themselves in all areas of their work at school.
7.2 Mathematics
The teaching of English contributes significantly to children’s mathematical understanding, in a variety of ways. Children in the Foundation Stage develop their understanding of number, pattern, shape and space by talking about these matters with adults and other children. Children in Key Stage 1 meet stories and rhymes that involve counting and sequencing. Children in Key Stage 2 are encouraged to read and interpret problems, in order to identify the mathematics involved. They explain and present their work to others during plenary sessions, and they communicate mathematically through the developing use of precise mathematical language.
7.3 Personal, social and health education (PSHE) and citizenship
English contributes to the teaching of PSHE and citizenship by encouraging children to take part in class and group discussions on topical issues. Older children also research and debate topical problems and events. They discuss lifestyle choices, and meet and talk with visitors who work within the school community. Planned activities within the classroom also encourage children to work together and to respect each other’s views.
7.4 Spiritual, moral, social and cultural development
The teaching of English develops skills through which our children can offer critical responses to the moral questions they meet in their work. Their understanding and appreciation of a range of texts brings them into contact with their own literary heritage and with texts from a diverse range of cultures. The organisation of our lessons allows children to work together, and gives them the chance to discuss their ideas and results.
Back to topICT and English
8.1 The use of information and communication technology, with clear learning objectives, will promote, enhance and support the teaching of English at word, sentence and text level. It also offers ways of impacting on learning which are not possible with conventional methods, for example interactive and non-linear stories.
8.2 ICT is used at whole-class, group and independent level. The screen projection of text enables it to be read and shared. The projection of a word processor permits the writing process to be modelled effectively. A wide variety of text types are available through the Internet or CD-ROMs to encourage the framing of explicit questions. Groups can work at a computer and input text via a standard keyboard. Word banks or word grid software speed up recording. Software is used to support independent reading (text to speech) and writing (predictive word processors, word banks and spell checkers). A range of software is used to develop specific grammatical and spelling skills. Lessons can focus on what pupils have achieved using ICT, or ICT can provide the means of presenting their outcomes.
Back to topInclusion
9.1 At our school we teach English to all children, whatever their ability and individual needs. English forms part of the school curriculum policy to provide a broad and balanced education to all children. Through our English teaching we provide learning opportunities that enable all pupils to make good progress. We strive hard to meet the needs of those pupils with special educational needs, those with disabilities, those with special gifts and talents, and those learning English as an additional language, and we take all reasonable steps to achieve this. For further details see separate policies: Special Educational Needs; Accessibility; Gifted and Talented;
9.2 When progress falls significantly outside the expected range, the child may have special educational needs. Our assessment process looks at a range of factors – classroom organisation, teaching materials, teaching style, differentiation – so that we can take some additional or different action to enable the child to learn more effectively. Assessment against the National Curriculum allows us to consider each child’s attainment and progress against expected levels. This ensures that our teaching is matched to the child’s needs.
9.3 Intervention through School Action and School Action Plus will lead to the creation of an Individual Education Plan (IEP) for children with special educational needs. The IEP may include, as appropriate, specific targets relating to English.
9.4 We enable all pupils to have access to the full range of activities involved in learning English. Where children are to participate in activities outside the classroom (a theatre trip, for example) we carry out a risk assessment prior to the activity, to ensure that the activity is safe and appropriate for all pupils.
9.5 Teachers provide help by using:
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texts that children can more easily read and understand;
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visual and written materials in different formats;
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ICT, other technological aids and taped materials;
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alternative communication, such as signs and symbols;
Assessment for Learning
10.1 Teachers assess children’s work in English in three phases. The short-term assessments that teachers make as part of every lesson help them to adjust their daily plans. They match these short-term assessments closely to the teaching objectives. Written or verbal feedback is given to help guide children’s progress. Older children are encouraged to make judgements about how they can improve their own work.
10.2 Our Progress books are used regularly to measure each child’s progress against the key objectives and targets for each writing level. Teachers use Mid-Term assessments to measure progress made since September and to check long-term prediction levels. This helps them plan for the next unit of work and recognise which children need additional support to meet their targets.
10.3 Teachers make long-term assessments towards the end of the school year, and they use these to assess progress against school and national targets. With the help of these long-term assessments they are able to set targets for the next school year, and to summarise the progress of each child before discussing it with the child’s parents. The next teacher then uses these long-term assessments as the planning basis for the new school year.
10.4 These long-term assessments are based on end-of-year tests and teacher assessments. Children undertake the national tests at the end of Year 2 and Year 6, and the optional national tests at the end of Years 3, 4 and 5. Teachers also make annual assessments of children’s progress based on the level descriptions of the National Curriculum.
10.5 The subject leader keeps samples of children’s work in a portfolio. This demonstrates what the expected level of achievement is in English in each year of the school. A levelling folder has been created by the Subject Leader to check teachers are levelling their work accurately against DfES Standards (See folder outside Head’s office).
10.6 Staff are keen to improve their subject knowledge and the subject leader takes an active role in disseminating best practice and making recommendations for staff development through enabling teacher’s once a term to observe a Leading English Teacher.
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