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English Overview

English Curriculum
Intent, Implementation and Impact Statement

                                                                           

                                                      

 

 

Intent:

At St Winnow, we teach English so that: children write in a range of genre with an awareness of their audience therefore, children can speak clearly and audibly, taking account of their listeners; children listen with concentration to enable recall of key learning; children become effective communicators; children become enthusiastic, confident and independent readers; children enjoy writing, and can adapt it for a range of purposes; children apply a range of writing skills and techniques to their writing.

 

We strive to achieve this through providing a range of pictures, story and non-fiction books and using the programme ‘Let’s think in English’. Aspects of ‘Talk for Writing’ are used and adapted across the school as a vehicle for teaching creative writing. Enjoyment of writing is fostered through the use of drama, story and the use of ICT.

 

We aim to deliver an inspiring and engaging English curriculum through high quality teaching and exciting lessons. Writing is a crucial part of our curriculum. All children from Foundation Stage to Year 6 are provided with many opportunities to develop and apply their writing skills across all areas of the curriculum. 

 

Implementation:

At St Winnow, we aim to create a positive reading and writing culture in school, where both are promoted, enjoyed and considered ‘a pleasure’ for all pupils.

 

The implementation of ‘Let’s think in English’ and ‘Talk for Writing’ ensures a consistent and systematic approach to teaching the skills of writing across all cohorts.  This also means that children know what to expect when they change classes. 

 

We follow the Read Write Inc approach to teaching Reading and Phonics, supplemented with additional reading materials. Our approach is systematic, consistent and rigorous in order that all children become readers as quickly as possible.

 

Early writing is taught through early mark making, then when the children begin RWI phonics, they are taught the correct letter formations. This begins with writing (whether with a writing tool or in the air) cvc words, moving onto short sentences using the sounds they have been taught. EYFS children are encouraged to write independently during continuous provision. We use the same phonics program across the school providing continuity and a vehicle for guaranteed progression. RWI sessions take place four times a week for an hour. Pupils are taught in ability groups from Reception to Year 2 thus enabling them to be taught according to their reading level not their age. Teaching is very precise and tailored to the needs of each child irrespective of year group.

 

Writing is assessed consistently throughout the year through hot and cold tasks to begin and end each unit of writing. Teachers use this to assess the areas that their children will need to be specifically taught, even if this means tracking back to objectives from previous years, in grammar and text type. Interventions on specific areas of weakness will be carried out by the class teacher or teaching assistant. Termly, teachers assess writing using official moderation materials. It is expected that teachers will moderate across year groups and partner schools in time for data drops throughout the year.

 

To support the teaching of new and adventurous vocabulary, all year groups have access to and make full use of the books that are in Pie Corbett’s ‘Page Turners’ and ‘Reading Spine’ reading lists.  This ensures that all children are regularly read to in class and high quality texts are used for whole class and guided reading. 

 

There is an expectation that grammar will be modelled and used correctly by all teachers. To ensure progression in grammar skills, all teachers use a progression of grammar document, on which they highlight the grammar skills that have been taught.  Any areas of weakness that are identified as a result of independent writing or the hot or cold tasks, are taught as part of the next modelled text, in focused SPaG sessions or during grammar starters.

 

Around the school, there are displays of writing to encourage pride in work, give a purpose and audience and to show that work is valued. The weekly ‘Perfect Presentation’ award encourages children to ensure they are using the school handwriting scheme in their writing and helps to ensure children are maintaining the same standard of writing across all subjects.

 

At St Winnow, we follow the spelling scheme ‘Spelling Shed’. The children take home a spelling sheet each half term and work on the spellings in preparation for a weekly spelling test. Spelling Shed provides online activities which children can access at home and provides teachers with resources that can be used in the classroom.

 

Impact:

At St Winnow, it is clear that pupils enjoy reading regularly, for information and for enjoyment. Pupils discuss books with excitement and interest. They enjoy writing and use the features of different genres and styles. Pupils can confidently write for different purposes and audiences.

 

Half-termly, teachers moderate pupils work in school and in cluster meetings with other schools to ensure accurate assessments are made. The quality of writing in English and curriculum books is evaluated by learning walks, drop ins, pupil conferencing and work scrutinies. These inform future areas for improvement and the impact of new initiatives. The English subject leader provides an action plan for the subject and addresses areas for development and improvement which is then shared with all staff.

 

 

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