INTENT

At Green Oaks we are committed to learning for life.  Our vision incorporates a deep commitment to developing children's appreciation of their role and responsibilities within an ever-changing world and we recognise they will need the skills and attributes to be part of a global community. 

 We follow the national curriculum which aims to ensure that all pupils:

• read easily, fluently and with good understanding
• develop the habit of reading widely and often, for both pleasure and information
• acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
• appreciate our rich and varied literary heritage
• write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
• use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
• are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

By the end of Key Stage 2, our aim for the English curriculum is for pupils to have developed high standards of both spoken and written literacy, with a strong command of oracy practices and a passion for widespread reading. 

Our English curriculum is taught alongside our thematic approach to learning and enables children to develop and apply the knowledge and skills needed to communicate effectively in a globalised society. Links are made across our themes of Environment & Sustainability and Identity & Diversity to provide further opportunity for children to relate learning to real and relevant contexts.

 

IMPLEMENTATION

At Green Oaks, we believe that children learn best through a connected curriculum where they are able to build curriculum knowledge through a precisely planned sequence of learning steps. We follow the Hampshire Learning Journey model to plan and teach English.

Learning journeys are planned around key text drivers which are thoughtfully selected to provide links to wider learning and our themes of Environment & Sustainability and Identity & Diversity. Each journey leads to a written outcome with a specific audience and form. These are varied across the year to provide pupils with the opportunities to write for a range of purposes. At Key Stage 1, pupils write to describe, to entertain and to inform. At Key Stage 2, pupils refine the knowledge and skills needed to write for these purposes, as well as writing to persuade. 

In Years 1-6, English lessons are taught daily, and can be timetabled as:

• Phonics (Little Wandle SSP)
• Spelling & Grammar (Spelling Shed)
• Guided Reading/Reading Practice
• Writing
• Handwriting

Within lessons, teachers plan for pupils to revisit prior learning, engage in speaking and listening activities, for example drama and debating, and deliberately practise new learning.

 

IMPACT

Pupils progress in English is reviewed daily by the teacher to ensure learning is adapted where needed and gaps in learning are closed. In EYFS and Key Stage 1, teachers use the Little Wandle assessments to track pupil progress in phonics. In Key Stage 2, Little Wandle Catch-Up assessments are used to track progress for those with gaps in phonics. In Year 2 and Key Stage 2, YARC assessments are used to support teachers tracking of pupil attainment in reading. Spelling Shed diagnostic assessments are utilised across Key Stage 2 to support the assessment of spelling and transcription. 

Teachers take part in termly moderation, both internally and externally, to support their teacher assessment.

From Reception to Year 2 we teach phonics through ‘Little Wandle Letters and Sounds Revised’.  Right from the start of Reception children have a daily phonics lesson following the progression outlined by the programme to ensure children become fluent readers.