English Policy
Rationale
English makes the major contribution to the development of children?s language, which in turn contributes to their understanding of their own world, the world of others and the world of imagination. Since English is the driving force behind the learning process throughout the curriculum, opportunities clearly exist to develop language in a cross-curricular way. Understanding of how the language has developed, and how it works in practice are important parts of becoming literate.Speaking and listening are fundamental to effective learning., and these are also the skills they will most use in communicating with others. Talk enhances children?s understanding of language in both oral and written forms.
Reading is essential in enabling children to learn independently: it is closely related to their development as writers, for by reflecting on and talking about the texts, they increase their understanding of how writers write. It allows children access to a wider world through the empathetic and imagined experiences of fiction and poetry, as well as the theories and facts of information texts. They should be taught the fundamentals of phonics and spelling, grammar and punctuation as part of a range of strategies for reading as well as writing.
Writing is a means of expression, both for personal cognitive purposes and for communicating with others. The development of writing skills will enable children to become confident and competent members of a literate society, to gain appreciation of the richness of language and to gain pleasure from its use. Being able to spell correctly helps communication and aids freedom in writing. Children should become confident spellers who can express themselves effectively. Good handwriting is a necessary adjunct to fluency, legibility, purposefulness and creativity in writing.
All elements of language development are interdependent, supporting and enhancing each other. Back to top
Purposes
? To develop pupils? abilities to communicate effectively in speech and writing.? To encourage reading for pleasure and to develop information retrieval strategies.
? To develop pupils? understanding of spoken or written language so that they become enthusiastic, responsive and knowledgeable speakers and readers in a variety of situations and for a variety of purposes.
? To enable pupils to experience and appreciate their world through language, and access the worlds of the imagination and all forms of the media.
? To enable pupils to express their ideas, feelings and experiences through language, and to appreciate the ideas, feelings and experiences of others.
? To help pupils understand the function and importance of Standard English. Back to top
Guidelines
TThe following objectives are taught and developed within the framework of the National Literacy Strategy, the Literacy Hour and Curriculum 2000, and through core and foundation areas of the curriculum.Speaking and listening
? The importance of structured informal talk as part of the process of learning is recognised.
? Pupils are given confidence to be speakers and encouraged to be respectful and attentive listeners.
? Pupils are taught how to justify a point of view and to appreciate the viewpoints of others.
? Pupils take part in role play and drama activities in which they develop their oral skills.
Reading
? Pupils are taught to read using a variety of methods, including a carefully structured reading system that helps build reading confidence and encourages success. They are taught to use phonological, contextual, graphic and grammatical knowledge to work out unfamiliar words and make sense of what they read.
? They experience a wide range of texts, fiction, non-fiction and poetry, in the classrooms and in the library.
? They have the opportunity to enjoy silent, private reading, as well as group and shared texts.
? Pupils are encouraged to select their own texts and talk about their choices and are supported in becoming critical and reflective.
? Parents are involved with their children?s reading progress, in partnership with children and teachers.
? We encourage reading at home, hold regular book fairs and run a school book club and invite theatre groups to support work in the language curriculum throughout the school.
? Children are taught library skills and make regular use of our well-stocked library.
Writing
? We provide a range of stimulating contexts, audiences and purposes for writing.
? We model different forms of writing to extend pupils? repertoire, and encourage experimentation and risk-taking.
? We value young pupils? emergent writing, intervene appropriately and encourage development. Drafting and re-drafting are introduced as pupils develop in competence, in order to improve depth and quality.
? We respond with sensitivity to what pupils write, and encourage discussion, to help pupils develop their critical response to their own, and others? writing.
? Pupils are taught how to use dictionaries, thesauruses and ICT to enhance and extend their written work.
? Pupils are taught to use punctuation correctly and effectively, to organise their ideas, to construct their sentences and to use appropriate and interesting vocabulary.
? The youngest pupils are systematically taught letter names and sounds and how to use them to represent words, using the Progression in Phonics materials. From the beginning they build up a repertoire of common words with common spelling patterns as well as those with irregular spellings. The ?look, cover, write, check? method of memorising spellings is used.
? The youngest pupils are taught the correct formation of letters in a cursive style, using the Nelson Handwriting scheme, to facilitate the transition to joined handwriting at the end of Key Stage One. They are taught the importance of correct pencil grip, posture and seating. Back to top
Assessment
Teacher assessment is undertaken regularly, both formally and informally. Reading is monitored at least weekly and progress recorded. Regular spelling lists are tested from Year 1 onwards. A focussed writing assessment is carried out half-termly throughout the school to monitor progression as well as individual achievement. End of Key Stage national SATs are carried out, as are regular NFER reading tests In Key Stage Two. Back to topResources and Planning
English resources include Big Books, sets of guided readers, integrated reading scheme books, fiction and non-fiction texts, teachers? files, pupil workbooks, photocopiable materials, CD Roms and software. They are stored centrally, in the library or in the appropriate Key Stage areas. A collection of books is borrowed from Devon Libraries each term to complement topic work.Continuity and progression in planning is monitored during termly Key Stage meetings and regular whole school meetings. Planning is closely based on the national Literacy Strategy framework for Teaching.
Policy reviewed by co-ordinator July 2004 Back to top