At St Michael’s C of E Primary Academy our English curriculum is focussed on developing a love of reading, writing and discussion. Quality children’s literature is at the heart of all learning and we teach, for pleasure and for information, through a rich and varied selection of texts. We create a culture across the school where children learn skills to enable them to write clearly and accurately for a purpose, adapting their language and style for a range of contexts. They make choices over their writing, considering the impact on the reader.
Children are immersed in vocabulary and ambitious discussion across the curriculum in order that they may use language to communicate with clarity, precision and creativity.
- Pupils are taught reading skills through systematic phonics, focussed guided sessions and class reading activities.
- Teachers model reading daily with a shared class text.
- Pupils are immersed in challenging, rich texts of all genres (fiction and non-fiction – in all its breadth).
- Skills are taught in context in order to give children control and choice over their writing and always with the reader in mind.
- The skills for writing are taught rigorously and with secure subject knowledge.
- Vocabulary is high profile across the curriculum and is taught both explicitly and implicitly.
- Reading areas are engaging and inviting and are high profile in classrooms and across the school as a whole.
- Spelling is taught systematically and consistently before the point of writing (phonics and spelling patterns), at the point of writing (‘have a go’ strategies, use of dictionary skills) and after the point of writing (proofreading).
- Handwriting is explicitly taught and there are clear expectations as children progress through the school.
- High quality talk is high priority across the school and all staff model a correct use of standard English and encourage challenging language use in all contexts.
- The curriculum is purposeful, creative and consistent and children have many opportunities to use the English skills they have been taught.
- Children enjoy reading and discussing challenging texts in classes, groups and independently. They develop a love of reading that stays with them for life.
- Writing is purposeful and with a clear outcome. Children are involved in collaborative discussions in deciding what an effective piece of writing looks like and these ‘effects’ shape the teaching sequence.
- Children have a broad and balanced vocabulary, they speak articulately and are confident to share their ideas and opinions in a range of forums.
- There is a cycle of teach, practise, assess and refine.
- Expectations of all children are high and appropriate support is planned to help all children make at least good progress.
- Staff are confident in selecting texts to best meet the demands of the class and in planning to meet gaps with pace. Texts are also chosen to inspire and engage all children.