English Curriculum at Burrsville
At Burrsville Infant Academy we ensure our English curriculum encourages children to be enthusiastic learners and to enjoy reading and writing.
What are the aims of teaching English?
Early Years Foundation Stage:
ELG: Comprehension
Children at the expected level of development will:
• Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary.
• Anticipate – where appropriate – key events in stories.
• Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play
ELG: Word Reading
Children at the expected level of development will:
• Say a sound for each letter in the alphabet and at least 10 digraphs.
• Read words consistent with their phonic knowledge by sound-blending.
• Read aloud simple sentences and books that are consistent with their phonic
knowledge, including some common exception words.
ELG: Writing
Children at the expected level of development will:
• Write recognisable letters, most of which are correctly formed.
• Spell words by identifying sounds in them and representing the sounds with a
letter or letters.
• Write simple phrases and sentences that can be read by others.
The National Curriculum for English 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
At Burrsville Infant Academy English lessons are planned with a balance of reading and writing, as well as speaking and listening. A wide range of genres and texts are used to support and stimulate our English lessons which expose our pupils to a variety of vocabulary and English skills. We collaboratively update our English working walls throughout our unit of work as new skills are learnt. Texts and units are chosen to enable clear cross-curricular links to foundation subjects allowing pupils to develop their English skills daily throughout the curriculum, and each year group builds on previous taught skills and experience to ensure progression as they move up the school. Time is given to consolidate learning by giving children the opportunity to reflect/edit and up skill their work.
Pupils are taught to write for a variety of purposes and audiences, producing both fiction and non-fiction genres. They are given opportunities to explain, discuss, role play, recount events and to express ideas, thoughts and feelings.
Pupils are given opportunities to read from a wide range of material for enjoyment and to locate information. All children are encouraged to read daily in and out of school. In school children are listened to one to one, as well as during whole class shared reading where each lesson links to a reading domain to ensure children are able to discuss and understand the vocabulary, make inferences and predictions, explain and retrieve key information and sequence the main events in a text.
Teachers also read regularly to the class which provides further opportunities for children to talk about what they remember from last time, be involved in lots of questioning and discussion and very importantly be stimulated to read more themselves! It may be that spelling, punctuation and grammar teaching may be planned around the class book also.
All year groups at Burrsville Infant Academy receive daily phonic lessons following Read, Write, Inc. as well as handwriting lessons to build fine motor skills and develop pupil’s letter formation as well as their ability to write with increased fluency and stamina.
For pupils who are not making good progress with their reading and writing are given additional support. They may be supported in class by the teacher or learning support assistant, or have some additional intervention.
Interventions include:
- Precision teaching
- Phonological awareness
- Additional phonic sessions and one to one phonics tutoring
- Speech and language sessions
- Lexia – reading programme for identified children