English

INTENT

At Gilbrook School we believe that providing pupils with a well-balanced, enriching and engaging english curriculum will aid them in developing a love of language, and help them to have the necessary skills to become confident speakers, readers and writers as they journey throughout life.

Staff at Gilbrook help to build children’s confidence with their literacy skills by identifying their areas of strength and promoting these abilities. Each child is recognised as an individual with their own particular learning style and educational needs and therefore staff offer a personalised learning experience which will help each individual flourish and progress.

 

IMPLEMENTATION

Baseline and on-going Assessment

When a child starts at Gilbrook staff will use a range of tools to gauge a child’s abilities in English. These include

LASS – provides a reading and spelling age as well creating a profile of visual and working memory.

PM Benchmarking – this will place children appropriately on the schools reading scheme and assess comprehension skills.

Curriculum Overview – staff assess the child’s writing against curriculum objectives giving a clear curriculum stage.

These assessments will be repeated termly to ensure progress is carefully monitored and assessment information can be used to match teaching to the child’s level of development.

 

KPIS

Staff use Key Performance Indicators to track and evaluate teaching and learning to ensure depth and mastery of key skills. The current KPIS are shown below.

Reading

Band 1 Band 2 Band 3 Band 4 Band 5 Band 6
I enjoy reading and hearing key stories, fairy stories and traditional tales and can retell them and comment on special features. I can enjoy reading a wider range of fairy stories and traditional tales and can retell them to others. I can tell you what the book I am reading is about. I can tell someone else about what I have read in a wide range of texts I can give a detailed book review including reasons why I would recommend the book. I can show my understanding of texts by summarising the main ideas over a paragraph or number of paragraphs finding key evidence and quotations to support my views.
Skills should be shown across the following genres
Stories they listen to, either class books or those of their own choice.

Fairy stories, traditional tales.

Fairy stories

Traditional tales

Young fiction

Reading books

Stories

Poems

Plays

Non-fiction

Fiction

Poems

Plays

Non-fiction books

Reference books

Myths

Legends

Modern fiction

Fiction from the past

Books from other cultures and traditions

Books from all previous genres

Texts from our literary heritage

Books from other cultures and traditions

 

Writing

Band 1 Band 2 Band 3 Band 4 Band 5 Band 6
I begin my sentence with a capital letter and end it with a full stop. I use capital letters and full stops accurately. I am beginning to use question marks and exclamation marks.

I can use commas in a list.

I can proof read my work, putting in capital letters and full stops.

I can also use commas in a list, question marks, exclamation marks and apostrophes where needed.

I can now use adverted commas and other punctuation to indicate direct speech. I can proof read my work for punctuation errors including the use of brackets and other devices such as commas or hyphens used for the same purpose. I can use the colon to introduce a list and use semi-colons within lists.

Strategies for teaching writing

Across the school, we use “Cornerstones” – a creative curriculum planning tool. Cornerstones provides thematic cross curricular units. It draws on the children’s interests to motivate and inspire writing through the use of memorable experiences, modern texts and ICT and other media.

Children develop the necessary skills through

  • Modelling of writing in shared and guided sessions across the curriculum.
  • Development of knowledge in spelling, punctuation and grammar during daily lessons.
  • Multi sensory activities – children learn letters and spelling patterns by writing them in alternative ways e.g. in the sand, using magnetic letters etc
  • Opportunities for oral rehearsal.
  • Opportunities to self and peer assess before editing and re-drafting.

Below shows the targeted writing genre which is taught each term in KS1 and KS2, in line with our Cornerstones topics. They are laid out in a three year rolling programme.

 

Key Stage 1

Year 1 – 2019/2020

1 Enchanted woodland Recount

Narrative – fairy stories

2 The Great Fire of London Instructions

Poetry – structured poems

3 Moon Zoom Character profiles

reports

4 Rio de Vida Myths and legends

Poetry – visual poems

5 Wirral! recounts
6 Superheroes Narrative and comics – adventure stories

Descriptive sentences

 

Year 2 – 2020/2021

1 Houses and Homes Narrative – fairy stories, dilemma stories
2 Muck Mess and Mixtures Poetry – visual poems
3 Splendid Skies Recounts

Lists and instructions

4 Dinosaurs Historical fiction

Fact files

5 Wiggle and crawl Lists and leaflets

Information books

6 Holidays and transport Postcards

recounts

 

Year 3 – 2021/2022

1 This is me Non-chronological report

Poems and ryhmes

2 Bounce Information books – non chronological reports

Narrative – play scripts

3 Beat Bang Boogie Newspaper and chronological  reports

 

4 scrumdiddlyumtious Recipes and instructions
5 Paws claws and whiskers Booklets and lists

fables

6 Bright lights Adventure narrative

emails

 

Key Stage 2

Year 1 – 2019/2020

1 potions Instructional writing

Letter writing

2 Traders and raiders Character profiles

Historical narrative

3 Road Trip USA Postcards and emails

Diary writing – chronological recount

4 Flow Instructional writing

Persuasive writing/debate

5 Gods and Mortals Myths and legends
6 Playlist Poetry – free verse and structured poems

 

Year 2 – 2020/2021

1 A child’s war Letters and diaries

Narrative dialogue

2 Blue Abyss Dilemma stories

Poetry using personification

3 Mighty Metals Non chronological reports

explanations

4 Pharaohs Mystery stories

Play scripts

5 Burps Bottoms and Bile Fantasy narrative

Persuasive texts

6 Hola Mexico Postcards

Myths and legends

 

Year 3 – 2021/2022

1 Heroes and Villans Fairy tales/comic strips

biography

2 Frozen kingdom Chronological reports

diaries

3 Stargazers Newspaper reports

Science fiction narrative

4 Off with her head Persuasive letters

Poetry and riddles

5 Predator Leaflets

Dilemma stories

6 Misty mountain sierra Poetry – calligrams

Recounts and non chronological reports

Strategies for teaching reading

Children read using the BUG CLUB scheme. Teachers can assign books to children which they then access on line. This allows children to access the books at home as well as in school. There is also a reading response sheet for each book allowing children to respond to the text in their writing.

Teachers use Bug Club with their class 3 times per week.

Children also have access to books through the school library and class reading corners. Reading corners are updated and kept looking fresh and inviting. Classrooms are a text rich environment with clear labels and displays using text which the children can read.

School also plan experiences throughout the year to promote reading for enjoyment – such as celebrating World Book Day, visiting the library or visits from guest readers or authors.

 

Handwriting

Children have a daily opportunity to develop handwriting using a cursive style.

This could be through

  • Development of fine motor skills – threading, peg boards
  • Pencil control activities
  • Advancement through the Spectrum Handwriting Programme

 

Additional Support

Any children who may benefit from extra support in either reading or writing should be referred to the English Leader by the class teacher. Gilbrook has specific intervention teachers. They will work with the English leader to design programmes using a range of multi-sensory approaches which may help the child to advance in any particular area. A child will access the intervention programme 3xper week and their progress across each session is carefully recorded and assessed.

Assessment, Recording and Reporting.

Teachers undertake regular formative assessment in order to identify children’s progress. This is normally carried out during the course of teaching, for example, hearing children read, spelling tests or assessment of written work.

Teachers should report progress each half term to the SLT using target tracker. The SLT and English leader will monitor the progress across the school and report to governors.

 

INTENDED IMPACT

  • Pupils enjoy reading and listening to stories and can use texts to support their learning across the curriculum.
  • Pupils show increased confidence and demonstrate resilience when reading or writing.
  • Pupils language development is enhanced and they acquire a wider vocabulary.
  • Pupils will leave primary school being able to apply spelling rules and patterns that they have been taught.
  • Pupils will enjoy writing across a range of genres.
  • Pupils will make significant progress towards personal EHCP targets.