The Teaching of English
At Haydonleigh Primary School we believe the study of English develops children's ability to listen, speak, read and write for a wide range of purposes, including the communication of their ideas, views and feelings. Children are enabled to express themselves creatively and imaginatively as they become enthusiastic and critical readers of stories, poetry and drama, as well as of 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.
Speaking and listening
Throughout Foundation Stage, Key Stage 1 and Key Stage 2, children are given opportunities to express their ideas in speech, to describe their own ideas and orally rehearse, to make plans and to take part in discussions and drama work. In parallel to this, they learn to listen to others and to absorb what they hear. Children also learn the conventions of conversation: taking turns; allowing others to speak; responding appropriately to what has been said and valuing the opinions of others.
Speaking and listening permeates all areas of the curriculum; the children learn from early on – to plan their work, listen to the plans of others, recall and assess their work and to listen while others recall.
At Haydonleigh Primary School we provide a wide range of writing experiences that enable children to feel enthused, excited and motivated to write. The links between reading and writing are made explicit.
We believe children must enjoy writing to thrive as young writers. We are a ‘Talk for Writing’ school, which uses lively discussion, oral rehearsal and innovation to provide rich opportunities for children to formulate their ideas before committing pen to paper. Writing is stimulated through engaging activities which give children something worth writing about.
In the Foundation Stage, children are encouraged to use emergent writing and any phonic knowledge to write freely (emergent writing). They also see writing modeled by the teacher in Shared Writing sessions and phonics lessons. By the end of Reception, children should be confident in all their phonics and be able to use this knowledge to begin to spell simple words and write basic sentences. In Year 1, children will use their phonic knowledge to write simple sentences. By Year 2, children should be extending their own writing and considering their audience. In KS2 children should be writing independently and should begin writing in a variety of genres, for a variety of audiences.
Writing occurs across the entire curriculum. Cross-curricular writing, for example, is used with story writing in RE, non-fiction writing in Science, Geography and History.
The teaching of writing at Haydonleigh Primary School includes:
− An opening experience – to ‘hook’ the children and stimulate their interest and imagination; and to provide first hand experiences.
− Talk for Writing – allowing the children to develop their ideas, thoughts and opinions in preparation for writing. This includes Book/Writer Talk, role play/drama, word/language games and Storytelling.
− Oral rehearsal as an essential part of the writing process.
− Modelled Writing – The teacher, as the ‘expert’, demonstrates the writing process. The teacher explicitly articulates, using writer talk, the process and specific point related to the learning objective.
− Shared writing – Through discussion and teacher questioning, the teacher involves the children in the writing process acting as the scribe with children feeding ideas.
− Supported composition – Working in pairs, children discuss writing choices and experiment with their ideas for writing.
− Guided writing – Precision intervention – Assessment for Learning (continual monitoring of progress) is used to identify a group with a shared writing need. The teacher works closely with the children to teach a specific skill.
− Independent writing – focused writing at length, building stamina, focus and concentration. This is an opportunity for children to work unaided, and demonstrate their understanding.
− The effective use of a working wall to model the process from reading to writing and provide the essential learning prompts.
Children learn most effectively when they have an understanding of what they can do and what they need to do to improve. Our target setting enables them to do this, taking greater responsibility for their own learning. Throughout Key Stages 1 and 2, children identify areas of writing which they have mastered and are then supported in choosing their next steps.
For writing, children are given a specific target supported by a visual reminder of their progress on the ‘writing journey’. This allows children to track their own progress, identify their achievements and recognise their next steps.
Click below to open:
Recommended websites for English
Useful grammar terminology- Key stage 1 and Key stage 2 ‘Grammar Passports’
…. Remember to look at our ‘Reading and Phonics’ page for book recommendations and helpful reading tips!