English is split into three main areas: spoken English, reading- with an emphasis on extending vocabulary and reading for meaning - and writing. English is at the heart of each topic and meaningful links are created to provide exciting, engaging and challenging experiences for speaking and listening, reading and writing.
We have a number of ways to teach reading:
- Phonics – the first step to reading where the children are taught the 44 different sounds used in the English language. We use the Read, Write Inc. (RWI) scheme which is a very rigorous and sequential approach to developing speaking and listening, and teaching reading, writing and spelling through systematic phonics.
- Guided reading – both whole class and small group. The lesson will have a clear focus which will be linked to one of the VIPERS reading strands.
- Independent reading – the school actively promotes reading for pleasure and as well as to locate information. All children have a reading diary and a book bag to take home daily. Parent helpers play a vital role in hearing our children read, so if you have any spare time, your support would be greatly appreciated!
- Story time- we understand the importance of modelling fluent and expressive reading to the children. Each class dedicates time to share a story with the children so that all of the children throughout the school spend time listening to an adult model fluent and expressive reading.
The skills of writing for different purposes are taught within discreet English lessons. Children also have the opportunity to develop their vocabulary through reading sessions which have a vocabulary focus. Grammar skills are taught discreetly through RWI and other resources; these are then applied in appropriate units of work. We use the RWI Spelling scheme inKS1 and LKS2; spelling is also taught using the spaced learning method.
Teachers plan in numerous opportunities for children to apply the writing skills they are developing across all areas of the curriculum. We follow the read, plan, draft, edit and present cycle when writing to help to develop the children’s self-regulation skills. The children produce two pieces of unaided writing every half-term across a range of genres.