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English

The aim of our teaching is to develop the children’s ability to read, write and speak fluently, to listen and to develop the skills of grammar, spelling and handwriting. We hope also to encourage their love of the spoken and written word through books, poetry, drama and other communication media. English for the most part is delivered discretely, however we also look for opportunities to make meaningful links to other relevant learning.

 •Our English Curriculum follows the National Curriculum.

 •In addition, we follow "Letters and Sounds" for Phonics teaching and the County rolling programme for spellings.

 •In reading we use "Book Bands" which take from a variety of schemes -e.g. Oxford Reading Tree, Ginn, Scholastic, Heinemann and other non-scheme books.

 •For SEN we use "Rapid Reads" by Heinemann and Wolf Hill.

 Foundation Stage and Key Stage 1 (Years 1 and 2)

 Children are taught to read using a variety of strategies. The learning of a sight vocabulary is accompanied by the structured learning of phonics, and the development of the child’s use of contextual and syntactic clues. Vital too in our approach to reading, is the encouragement of pleasure and joy in books. The children’s understanding of text is also developed through discussion and questioning. They have a carefully balanced programme of reading, which is targeted to their need. The school provides a weekly programme of guided reading and shared reading, which is reinforced by a home reading programme.

 Written language also begins here, with a gradual development of a predominantly spoken language to the ability to write independently in a structured and purposeful way. Children are taught to use their phonic knowledge to spell words. They also learn the spelling of a range of high frequency words as stated in the National Curriculum. Pupils are taught to write both fiction and non-fiction, and also to compose for a variety of purposes and audiences. A wide variety of experience is given in speaking, and they are exposed to oral language in many styles through different media.

 Lower Key Stage 2 (Year 3 and 4)

 Reading development progresses as children develop the ability to read independently and for sustained periods of time. In the same way as it applies in Key Stage 1, the children’s reading entitlement is balanced to need. Emphasis moves to the development of the understanding of a wider variety of texts. Again reading for pleasure and the introduction of a wide selection of books is a vital part of the approach.

 The grammar and phonic learning continues. Children are taught to vary the structure of their sentences and to continue to increase the range of their vocabulary. Spellings are required to be learned, and this is tested regularly. Again children’s experience of texts is developed through different media: communication, written and oral.

Upper Key Stage 2 (Year 5 and 6)

 Reading continues to be developed to include higher order reading skills, where greater emphasis is placed on inference and deduction. Reading for understanding, skimming, scanning, précis, note taking, combining information from various texts, making references or supporting a view are all important features of the upper KS 2 reading. Time is given for reading for pleasure and the experience of a wide variety of media.

 Children are taught to write in a variety of styles and for differing purposes and audiences, using a rich and varied vocabulary. Spelling patterns continue to be taught and monitored, while the skills of grammar are further developed within the context of written work. We hope to provide many experiences where children can develop their spoken fluency and ability to communicate independently in many situations.

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