Long Melford CEVC Primary School May 2009
Aims and objectives
The study of English develops children’s abilities to listen, speak, read and write for a wide range of purposes, so using language to learn and communicate ideas, views and feelings. It enables children to express themselves creatively and imaginatively, as they become enthusiastic and critical readers of stories, poetry and drama, as well as non-fiction and media texts. Children gain an understanding of how language works by looking at its patterns, structures and origins. Children use their knowledge, skills and understanding in speaking and writing across a range of different situations.
The aims of English are:
· to enable children to speak clearly and audibly in ways which take account of their listeners;
· to encourage children to listen with concentration in order to be able to identify the main points of what they have heard;
· to enable children to adapt their speech to a wide range of circumstances and demands;
· to develop children’s abilities to reflect on their own and others’ contributions and the language used;
· to enable children to evaluate their own and others’ contributions through a range of drama activities;
· to develop confident, independent readers through an appropriate focus on word, sentence and text-level knowledge;
· to encourage children to become enthusiastic and reflective readers through contact with challenging and lengthy texts;
· to help children enjoy writing and recognise its value as a means of expression and communication.
· to enable children to write with accuracy and meaning in narrative and non-fiction across a range of subjects.
· to increase the children’s ability to use planning, drafting, editing and evaluating to improve their learning.
Teaching and learning style
At Long Melford School we use a variety of teaching and learning styles in English lessons, as recommended in the Primary Framework. Our principal aim is to develop children’s knowledge, skills, and understanding in English. We do this through lessons that have a high proportion of whole-class and group teaching. During lessons children experience shared reading or writing, whole-class focused word or sentence activities, guided group or independent activities and whole-class sessions to review progress and learning. They have the opportunity to experience a wide range of texts and use a range of resources such as dictionaries, thesauruses and phonic programmes to support their learning. Children use ICT in English lessons where it enhances their learning, as in drafting their learning and using multimedia to study how words and images are combined to convey meaning. Children use and apply their learning in other areas of the curriculum.
There are children of differing ability in all classes at Long Melford Primary School. We recognise this fact and provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this through a range of strategies. In some lessons we do it through differentiated group learning, while in other lessons we ask children to work from the same starting point before moving on to develop their own ideas. When available we use teaching assistants to support some children and to enable learning to be matched to the needs of individuals e.g.ELS.
English curriculum planning
English is a core subject in the National Curriculum. We use the National Literacy Strategy as the basis for implementing the statutory requirements of the programme of study for English thus it leads the remainder of the curriculum.
We carry out the curriculum planning in English in three phases (long-term, medium-term and short-term). The Primary Strategy provides the detail of what we teach in the long-term. Our termly teaching programme identifies the key objectives in literacy that we teach to each term.
Our medium-term (unit) plans are taken from the strategy and give details of the main teaching objectives. These plans define what we teach and ensure an appropriate balance and distribution of learning across each term. The English subject leader is responsible for keeping and reviewing these plans.
Class teachers devise short-term plans as appropriate to their class needs. These list the specific learning objectives for each unit and give details of how the lessons are to be taught, they also includes details of what each group of children will be learning. The class teacher keeps these individual plans, and the class teacher and subject leader discuss them on an informal basis.
The Foundation Stage
We teach English in the reception class as an integral part of learning. The format for the daily lesson is similar to that used in the rest of the school. As the reception class is part of the Foundation Stage of the National Curriculum, we relate the English aspects of the children’s learning to the objectives set out in the Early Years Foundation Stage, which underpin the curriculum planning for children from birth to five years. We give all children the opportunity to talk and communicate in a widening range of situations, to respond to adults and to each other, to listen carefully, and to practise and extend their range of vocabulary and communication skills. They have the opportunity to explore, enjoy, learn about, and use words and text in a range of situations.
Contribution of English to teaching in other curriculum areas
The skills that children develop in English are linked to, and applied in, every subject of our curriculum. The children’s skills in reading, writing, speaking and listening enable them to communicate and express themselves in all areas of their learning in school.
Teaching English to children with special needs
At Long Melford Primary School we teach English to all children, whatever their ability. We do not discriminate on the grounds of disability, race or gender. English forms part of the school curriculum policy to provide a broad and balanced education to all children. Teachers provide learning opportunities matched to the needs of children with learning difficulties. Learning in English takes into account the targets set for individual children in their Individual Education Plans (IEPs). Teachers provide help with communication and literacy through:
Assessment and recording (see assessment policy)
The coordinator keeps samples of children’s writing, from the moderated assessment tasks, in a portfolio. This demonstrates what the expected level of achievement is in English in each year of the school.
There is a range of resources to support the teaching of English across the school. All classrooms have dictionaries and a range of age-appropriate small apparatus. Each classroom has access to a tape/CD player and a range of audio texts. All classrooms have a selection of fiction and non-fiction texts. Access to the Internet is available in every teaching area. The library area contains a range of books to support children’s individual research. Most classrooms are equipped with interactive whiteboards.
Monitoring and review
Monitoring of the standards of the children’s learning and of the quality of teaching in English is the responsibility of the English coordinator. The work of the coordinator also involves supporting colleagues in the teaching of English, being informed about current developments in the subject, and providing a strategic lead and direction for the subject in the school. The coordinator has whenever possible, allocated time in order to enable a review of samples of the children’s learning and undertakes lesson observations of English teaching across the school.
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