What does English look like at Easington C of E
Subject Leader – Miss O’Neil
Much like our school vision, “May we give them the roots to grow and the wings to fly” we seek to give children a robust grammatical foundation and the inspiration to create magical worlds in their writing. Children are encouraged to use their reading to cultivate their ideas in writing and have a greater impact on the reader. Pupils are taught decoding and comprehension, along with spelling, grammar and punctuation in skill specific lessons in order to support their understanding of the English language.
Much like our school vision, “May we give them the roots to grow and the wings to fly” we seek to give children the skills to escape with a book and create magical worlds in their writing. Pupils are taught decoding and comprehension, along with spelling, grammar and punctuation in skill specific lessons in order to support their understanding of the English language.
IMPLEMENTATION AND CONTENT
Teaching and Learning Time:
Guided Reading, English, phonics and catch-up English lessons are taught daily. In EYFS and KS1 English is taught for 1 hour. In KS2 English is taught for 1 hour a day. Guided Reading, phonics and catch-up English and 30-minute lessons daily.
- Long Term Planning: The National Curriculum
- Medium Term Planning: An English genre coverage document stipulates which genres are to be covered within each year group. Also, teachers produce a medium term plan (‘a three week’ plan) which breaks down the specific objectives relating to the specific teaching sequence.
- Short Term Planning: There is a daily English lesson-60 minutes. Essential components of each lesson include a clear, year group specific Learning Objective and a clear and concise Success Criteria. This will be evident in books using the ‘Success Criteria’ label which will also be used by the children and teachers to show assessment within each lesson. Short term planning is supported by numerous materials from a range of sources (the Literacy Shed, Grammarsaurus etc) and incorporates the Teaching Cycle (Teach, Practice, Apply and Review/Assess).
- Daily English Meeting: In response to the unprecedented COVID-19 situation, the Daily English Meeting (DEM-30 minutes) will be of vital importance for all children (see Curriculum Timetabling and Organisation document for September 2020 for further details). The DEM will focus on recapping and consolidating key basic skills (GPS, comprehension) and concepts, as well as basics such as sentence construction etc identified and highlighted by ongoing AfL. This will take place EVERY DAY FROM 1.15-1.45pm-this should be evident in classes on Learning Walks etc. This will be monitored closely by SLT. The content for this should come from AfL from lessons as well as the achievement of the children. The children will have a ‘Daily English Meeting’ exercise book for this work-the DEM should be a practical, collaborative (when appropriate) and enjoyable session. The exercise book should be used for Guided Practice, working out, jottings etc that will allow children to understand concepts. Where written work has been completed, this should be marked and assessed by the teacher at the point of learning (see Marking and Feedback policy for further guidance). Peer assessment should also be utilised during this session.
From September 2020, the genre coverage document, provided by Durham LA English specialists, will be utilised to ensure accurate coverage of content.
Medium Term Planning
Teachers produce a medium term plan which identifies which genres are being taught and when-this document is used to inform the English subject lead of content coverage. The genre coverage overview document is used to inform this planning document.
Short Term Planning
Each class teacher is required to produce a three-week overview-which provides greater detail of the specific National Curriculum, year group objectives being taught. Each genre is broken down into three distinct weekly ‘blocks’:
Week 1 – Reading Week – during this week, teachers plan to teach specific reading objectives as stipulated by the National Curriculum for their year group. Activities during this week could include writing summaries, completing reading comprehensions, performance and drama etc depending upon the genre being covered.
Week 2 – Grammar, Punctuation and Spelling (GPS) Week – during this week, teachers will plan and teach specific grammatical, spelling and punctuation related objectives from the National Curriculum. These will be specific to each year group and will be clearly evidenced within the children’s books.
Week 3 – Writing Week – during this week, the children are required to produce a piece of writing based on the genre that has been studied during the previous two weeks of the block. It is an expectation that the children will use the reading knowledge from the reading week and the GPS features studied in week two in their composition. Children will plan, draft, edit and re-draft during this week in order to produce the highest quality of work that they are capable of.
It is important to note that the English lessons on the Fridays of the Reading week (week 1) and the GPS week (week 2) are when children will produce extended pieces of writing (this is in line with the subject specific non-negotiables). The focus for the writing on these weeks will be a genre that the children have previously studied and have pre-requisite knowledge of. The expectation is that children will, with some support, be able to produce a piece of writing using their pre-requisite knowledge to the required standard.
In instances where the National Curriculum requirements for each year group do NOT align, a split teaching approach must be employed to ensure that each year group receives their curriculum entitlement.
Success Criteria labels will be used as an indicator of the progress that has occurred throughout the course of the lesson. The labels need to be specific to the year group objective and the Success Criteria specific to each year group. The success criteria SHOULD NOT be generic but SHOULD BE differentiated and matched to the children’s ability.
The modelling resources used by teachers to facilitate learning should indicate progress clearly and use models, images and other interactive stimuli vital to the children achieving mastery (by the end of the academic year). Marking and assessment within lessons (Verbal Feedback), at the point of learning, should be an integral part of practice. Please use the ‘Next Steps’ to further challenge the Greater Depth children or to consolidate learning. It is an expectation that when the children’s work merits it, the ‘next step’ will be given. Crucially, teachers need to mark and acknowledge the ‘next step’ feedback by marking and initialling it.
When marking any piece of work that contains writing (English, history, geography etc) the teacher must mark to the Success Criteria of the lesson. However, it is essential that the basic skills of writing are also marked and addressed if required ie. It would be unacceptable to allow an unpunctuated piece of writing to permitted in history. The basic skills of English need to be utilised accurately at all times and in all subjects.
Phonics will occur in Key Stage 1 from 08:55-09:25 on a daily basis. Please note that in Key Stage 2, phonics will occur as an intervention session and may occur in one of the four weekly spelling sessions/Daily English Meetings depending on the specific needs of the cohort.
As a school, we use the Sounds Write approach to teach phonics. This is matched precisely to our reading scheme in EYFS and KS1. This was a recommendation in the Bold Beginnings Documents and ensures coverage over the 2 years and a smooth transition from EYFS into year 1. This also develops confidence, as children have the knowledge and skills to decode the books that they are reading.
In EYFS, phonics delivery is aligned with the schools reading scheme and the Sounds Write approach of teaching ‘sets’ of sounds from the initial code is used.
Similarly, in Year 1 and 2 phonics delivery is aligned with the schools reading scheme reading scheme and the Sounds Write approach of teaching ‘sets’ of sounds is used. Revision of the previous sounds is also common place.
EYFS – The initial code is taught in ‘sets’.
Year 1 and 2 – a revision of initial code then extended code is taught in ‘sets’.
Where Assessment for Learning indicates it is necessary, children in Key Stage 2 will access phonics interventions in order to address any gaps in their knowledge.
At Easington Church of England Primary, reading takes various forms.
- Guided Reading – this takes place every day from 9.05-9.35 across school for all children, except Year 3 and 4 in which it takes places at 12:00-12:30. In KS1 a carousel approach is used to teach guided reading. The teacher will hear individual children read and record the information on the school’s proforma. Children will read their home reading book with the teacher during this guided reading session to ensure they are secure with this set of sounds. In KS2 children complete ‘whole class’ guided reading with the teacher modelling the skills needed to accurately comprehend a text. One guided reading session a week will be used for the children to discuss their reading books with their teacher in a small group. This allows children to share their love and passion for reading.
- Story time –
- Each child in school will be provided with a reading book matched to their level of ability. These books match the phonics taught in KS1 and are a direct reflection of their ability in KS2. The children must read every night for a minimum of 15 minutes and a parental signature provided in the home school diary to acknowledge the reading has taken place. In KS2 a comprehension task must be completed, which is available on the school’s website and should be submitted via classdojo. The children must bring their reading books into school every week on a Thursday so that they can be changed the following Friday. It is important the children read and re-read their book in order to thoroughly comprehend the text.
- If children consistently fail to produce their reading book and diary then the procedure is as follows:
Procedure for lack of engagement:
Step 1 – dojo message regarding school’s ability to check diaries.
Step 2 – Following day – no book – speak (in person/phone call) to parents face to face.
Step 3 – J.A. to contact parents directly regarding engagement of reading.
At Easington Church of England Primary, spelling is of the utmost importance, which is why we use ‘Spelling Shed’ to ensure thorough coverage. The ‘spelling rationale’ documents stipulates the year group specific requirements for spelling and the spelling rules etc to be taught (please refer to this document for the specific requirements for each year group). The specific spelling sessions e.g. four 20 minutes sessions for Key Stage 2 as stipulated in the Spelling Rationale document can take place in the first 20 minutes of the English lesson or Basic Skills. It is an expectation that the spelling sessions are completed each week with a ‘hot hive’ being completed each week.
Basic Skills will be utilised to address any gaps in knowledge that become apparent from AfL and any formal assessments that take place and as such, is of vital importance. Initially, Basic Skills will be used to address any gaps in knowledge from the previous year e.g. this may be based on an element of GPS, phonics, reading, applying a spelling rule etc. This should be specific to the needs of individual cohorts and be determined by ongoing AfL carried out by the class teacher. The children will have a Basic Skills exercise book in order to complete work which can be marked an assessed following the guidance set out in the Marking and Feedback policy (verbal feedback and marking at the point of learning will be crucial to ensure that this time is maximised for the benefit of the children). Staff need to ensure that this time is utilised as efficiently as possible and SLT will monitor the impact of these sessions across the academic year.
The work completed in exercise books on a daily basis is the main source of evidence a class teacher will use when making assessment judgements. This is why we tell our children that every day counts and every piece of work in their book needs to be their absolute best. Children complete an independent piece of writing at the end of every three-week unit. This writing is marked by teachers against a set criteria which then indicates whether the piece of writing produced is Below, At or Higher Standard within each year group. Teachers refer to these when making an assessment judgement at the end of each term and end of year.