English Curriculum
ENGLISH
Intent
The use of English in spoken and written form is the foundation of all learning. At Claverley Primary School we aim to teach an inspiring and high-quality English curriculum which will prepare children for adult life so that they can communicate their ideas and emotions effectively and creatively with the world at large.
When our children leave Claverley, we expect them all to be able to read fluently and with confidence. We wish to inspire in them a lifelong love of reading for both pleasure and information, having had access to a wide range of quality texts, genres and authors whilst at our school. Children will be able to participate in discussions about books they have read, expressing preferences and opinions, and recommending favourites to their peers.
At Claverley we promote a culture in which children enjoy writing and can with accuracy and confidence- adapting their language and style for a variety of audiences and purposes. Exposure to a wide range of vocabulary will give the children the confidence to include this in both their written and spoken language. Children will be expected to write with grammatical accuracy using a neat, cursive handwriting style and apply the spelling patterns they have learnt. By the end of year 6 children should be able to write fluently for a purpose, and have a conscious control over the sentence structure and vocabulary ready to meet the general demands of the curriculum in Year 7 across all subjects.
Spoken language is vital in pupils’ development across the whole curriculum – cognitively, socially and linguistically. We want to encourage our children to be confident in the art of speaking and listening, and be able to discuss and communicate their ideas to further their learning.
Implementation
Reading
The programme of study for reading at KS1 and 2 consists of two dimensions: word reading and comprehension.
Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. Children learn to read in the Early Years and year 1 using a credited systematic and synthetic phonics scheme- Read Write Inc is the scheme that school are about to implement. Phonic sessions take place daily and will be led by teachers or TAs who have been trained in this scheme ensuring they have the expertise and skills required to promote excellent progress. Reading books that the children take home reflect the sounds the children are learning in class.
Good comprehension draws from linguistic knowledge (in particular of vocabulary and grammar) and a knowledge of the world. Comprehension skills develop through pupils’ experience of high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems and non-fiction. This happens in whole class sessions and in guided reading which is the key strategy and vehicle for the explicit and direct, differentiated teaching of reading comprehension. In guided reading, texts are chosen to match the ability of the group but still provide an element of challenge. Children have a minimum of one guided reading session per week. All pupils are encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, and to gain knowledge across the curriculum. Reading widely often increases pupils’ vocabulary because they encounter words they would rarely hear or use in everyday speech. At Claverley School pupils have access to a wide range of reading opportunities that include:
- Shared reading
- Guided reading
- Regular independent reading
- Home/school reading
- Hearing books read aloud on a regular basis
- Selecting own choice of texts.
- Reading whole texts
- Reading in other subjects including ICT texts
- Reading in the community (assemblies, church, school productions).
An appreciation and love of reading is inspired by the introduction of quality texts in English lessons and as class readers. Bi–annually children in year 5/6 take part in ‘Shropshire Bookfest’ which is an opportunity to read, discuss and vote on newly published books. Children from year 2 also participate in their own ‘Claverley Bookfest’ with age appropriate books of different genres.
Children who have not met the expected standard in reading are given extra guided reading sessions and 1:1 reading sessions with an adult.
Progression in reading year 1
Progression in reading year 2
Progression in reading Year 3 and 4
Progression in reading year 5 and 6
Writing
Teachers promote writing and look for ways to inspire and motivate pupils so that they see themselves as ‘writers’. Each writing unit is planned in accordance with the national curriculum objectives, whilst considering the purpose of writing. The stimulus for writing can be quality texts, visual literacy, a current issue, or a link to a foundation subject. Teachers establish the purpose and audience for writing and make teaching objectives explicit to pupils so they know what the expected outcome will be. Teachers use shared writing to model the writing process. Activities are differentiated using writing frames, spelling banks, collaborative work and peer or adult support. The use of ‘Talk for Writing’ strategies ensures a consistent and systematic approach to teaching the skills of writing across all cohorts. Children are taught to plan, revise and evaluate their writing, and that of others.
Grammar and punctuation relevant for each year group are usually taught as part of English sequences of work to fit to the writing genre but are sometimes taught discretely.
Grammar and punctuation progression
The teaching of spelling is implemented through the No Nonsense Spelling Scheme which reflects the spelling patterns, rules and word lists from the National Curriculum. Spelling is taught using the three-part cycle of teach, apply and assess. Words are practised daily to embed their learning.
Handwriting and correct letter formation is taught using Kinetic letters and is practised each day during KS1 and regularly in KS2.
Speaking and Listening
Teachers provide a wide range of contexts for speaking and listening throughout the school day.
- Planned teaching and learning of speaking and listening skills, drama, group discussion and interaction.
- Talking about their own experiences, recounting events participating in discussion and debate.
- Talk for writing.
- Retelling stories and poems.
- Expressing opinions and justifying ideas.
- Listening to stories read aloud.
- Presenting ideas to different audiences.
- Taking part in school performances.
- Responding to different kinds of texts.
- Talking to visitors in school.
- Listening to ideas and opinions of adults and peers.
- Role-play and other drama activities across the curriculum.
Teachers model speaking clearly. This includes clear diction, reasoned argument; using imaginative and challenging language and use of Standard English. Listening is modelled as is the appropriate use of non-verbal communication, respecting the views of others. Teachers are also sensitive in encouraging the participation of retiring or reticent children. Speaking and listening opportunities are planned for in all areas of the curriculum. Roles are shared with pupils: sometimes a pupil will be the questioner, presenter, etc. Learning takes place in a variety of situations and group settings. For example, these could include reading aloud as an individual, working collaboratively on an investigation, reporting findings as a newscaster, interviewing people as part of a research project, acting as a guide for a visitor to school, responding to a text in shared or guided reading.
Impact
Our children will make good progress from their own personal starting points. Most importantly, our English curriculum will have realised a community of articulate, enthusiastic readers and writers who are well equipped for the rest of their education.
Reading
By the end of KS2 children are expected to be fluent and confident readers so they can tackle the secondary school curriculum.
Through the teaching of systematic phonics, our aim is for children to become fluent readers by the end of Key Stage One. This way, children can focus on developing their fluency and comprehension as they move through the school.
Attainment in reading is measured using the statutory assessments at the end of Key Stage One and Two. These results are measured against the reading attainment of children nationally.
Children’s reading ages are tested, using the Salford Reading Test, in September, March and July until they reach either 10.6+ or 10.2 +, the maximum reading age, twice in a row.
Reading records and Guided Reading records also keep a track of children’s progress in reading.
Children in Year 1 undertake the statutory phonic screening check in June. Children who fail to meet the pass mark, retake the test the following year and will continue to receive support with sounds they find difficult.
Children in KS1 and KS2 undertake a ‘Headstart’ comprehension at the end of each term to measure their progress in comprehension.
Writing
Outcomes of work in both English and topic books evidence the high quality of work
and the impact of varied and cross curricular writing opportunities.
Children are confident to take risks in their writing, and plan and produce work independently.
A piece of independent writing is assessed termly using the ‘Claverley Writing statements’, which have been taken from the National Curriculum.
End of Key Stage writing: teachers will assess and moderate a selection of pieces of writing in Years 2 and Year 6, using this to inform reported teacher assessment judgements. Exemplification materials are used to support judgements made.
Spelling, grammar and punctuation are tested termly using the ‘Rising Stars’ scheme.
Speaking and Listening
Our children can listen attentively, speak confidently and competently, expressing their viewpoints and those of others.
Pupils will receive constructive feedback on their speaking and listening to establish secure foundations for effective spoken language, helping them to achieve at secondary school and beyond.
50-best-books-9-10-yr-olds1
50-best-books-7-8-yr-olds
year 3 book list
year 2 book list
At Claverley CE Primary School, we have recently introduced Spelling Shed as our new Spelling scheme for Years 3-6 initially. We believe that Spelling Shed is an exciting scheme, which aligns with the English National Curriculum for spellings, and allows children to learn them in a fun and exciting way by playing a range of games. Each week your child is introduced to their spellings and any spelling pattern which are featured that week. In school, time is assigned for the children to familiarise themselves with their spellings by completing activities such as:
– Word searches
– Completing sentences by putting the spelling in to a sentence
– Handwriting practice
Your child has their own log-on to log into Spelling Shed at home. Each week, your child’s teacher will set them an assignment, which links to the spelling pattern and spellings they have been learning in class. Children can practise their spellings online via Spelling Shed by selecting one of four levels of differentiated game, allowing them to practise their spellings at a level they find challenging. Children receive points and honeypots when they spell words correctly and for speed bonuses and accuracy. They can use these points to upgrade their ‘Avatar.’ Your child’s class teacher will be able to track your child’s progress to see which words they are finding difficult to spell each week. Our staff understand that not all families have access to a device and therefore, we request that you speak to your child’s class teacher should you wish for a paper resource sheet to be sent home instead.
Spelling Shed Medium Term Plan
Spelling Shed overview
No Nonsense Spelling
The teaching of spelling is enhanced by the ‘No Nonsense Spelling Scheme’. The scheme is taught weekly and the strategy/pattern is rehearsed daily. The scheme gives children the opportunity to learn a spelling pattern, practise it, apply it and revisit it. We constantly strive to create a variety of spelling activities, which are visual, auditory and engaging for the children. Our aim over time is to ensure our children become accomplished, proficient spellers. A key feature of how we teach spellings is by understanding children’s spelling journey. Children who have spelling as a barrier to writing are given extra support.
The No Nonsense Spelling Programme offers an accessible, clear progression in the teaching of spelling. The focus of the programme is on the comprehensive teaching of spelling, which embraces knowledge of spelling conventions – patterns and rules; but integral to the teaching is the opportunity to promote the learning of spellings, including statutory words, common exceptions and personal spellings.
At school, children will be practising their spelling regularly in a variety of different ways as we follow the No Nonsense Spelling scheme. They will be encouraged to be independently checking and improving their own spelling and partners will be able to help each other.
How can school and families support the children with their spelling?
At home, please practise your spellings for five to ten minutes every night – try to make this fun by playing games, using art materials, getting messy, setting up competitions with each other or by using the internet!
No-Nonsense-Spelling-Strategies-for-parents
Why should children practise their spelling?
As part of the new primary curriculum, the government have placed an increased emphasis on being able to spell well. Spelling must be accurate in all lessons (including in English, Maths and Topic), in the children’s independent written work as well as in spelling tests.
How will spelling be assessed?
Spellings will be tested weekly. These tests will be made up of some of the words following the patterns/rules that are currently being practised in class and those that have been studied previously. Some words from the statutory word lists will also be included.
Testing will either be formal, when results will be recorded by the teacher, or will take place in pairs, when partners will be helping each other to correct mistakes and highlight misconceptions. The intention of carrying out testing in this way is that children become better spellers and won’t just learn words for a test without applying their learning.
No Nonsense Spelling Scheme
NNS-Year-2
NNS-Year-3
NNS-Year-4
NNS-Year-5
NNS-Year-6
NNS weekly spelling lists for children to learn at home
nns-year-2-weekly-spelling-lists
Red Class 2022-23 nns
Red Class 2023-24 nns
Blue Class 2022-23 nns
Blue Class 2023-24 nns
Common word lists
CommonExceptionWords_Y1
CommonExceptionWords_Y2
year-1-and-2-statutory-spelling-words
Statutory word list
SpellingWordList_Y3-4
SpellingWordList_Y5-6
A visit from a local author – Catherine Holland-Bax who wrote ‘Little Viking Horse’. This really inspired the children and it was incredible to hear how long it had taken to write the book and see the writing process.