English

English Curriculum
The use of English in spoken and written form is the foundation of all learning.

At Pippins School we believe that all forms of communication are key life skills and that through the English curriculum, using cross curricular links where appropriate, we should help children develop skills, knowledge and thinking skills that will enable them to communicate effectively and creatively in the world at large.

The importance of developing successful English skills and knowledge is vital if our children are to communicate in the wider world.

Our overriding aim is that all children are able to use language to communicate confidently, competently and with an enjoyment that will persist throughout their lives.

The aims of teaching English, as outlined in the national curriculum are 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.

Spoken Language                 
Children will be provided with opportunities to:

  • Talk for a range of purposes.
  • Communicate to different audiences
  • Listen and respond to different people
  • Observe and participate in dramatic activities

Opportunities to develop spoken language and listening skills will be developed through activities in English lessons and also across the full curriculum.

Drama will be used to provide speaking and listening skills, including opportunities for:

  • Structured, imaginative play – within role play areas and elsewhere.
  • Responding to familiar rhymes and games.
  • Storytelling
  • Inventing characters and exploring dialogue- with or without materials and props.
  • Developing and sustaining a role.
  • Devising short scenes from a variety of stimuli
  • Interpreting poems, scripts etc. in a dramatic presentation
  • Exploring issues and dilemmas
  • Participation in class and school productions
  • Improvisation

Reading
At Pippins School, children will be taught to read widely, fluently and confidently.

 Children will be taught two key reading skills:

·word reading
·comprehension

Word reading – the ability to decode words will be taught through the use of Jolly Phonics and Letter and Sounds Scheme.  Children will be benchmarked to assess which level of books they should be reading and to ensure that they progress appropriately through the colour banded level scheme.  Children will use a wide variety of texts to read at school and to take home for further practice and enjoyment.

Comprehension skills - will be taught through high quality discussions with teachers and teaching assistants, during individual and group reading times and whole class reading activities.  If any child is finding it difficult to learn to read, they will be given additional interventions with support staff. 

It is our aim to encourage children to love reading and to read regularly outside of school.

Each class have a designated Library time in which they are introduced to the wide range of books we have and encouraged to borrow the books for sharing and reading at home.

Writing
At Pippins School, children will be taught to produce, organise and present texts appropriate to a variety of tasks and purposes.

 Children will be taught two key writing skills:

  • Transcription – the use of correct spelling and grammar
  • Composition – articulating ideas and structuring them in speech and then into writing

Alongside this, children will be taught to write imaginative and articulate texts using a ‘Talk for Writing’ approach. This involves immersing children in powerful writing which they learn and can perform. They explore word and sentence structures that they can use in their own writing. They will adapt the texts they are learning and then write their own pieces, applying the skills learnt. These writing activities will be stimulating, relating to the children’s experiences and interests.  Emphasis will also be on fluent, legible, and eventually speedy handwriting.

 Spelling continues to be taught throughout the school and forms a key part of homework activities.  The spelling and grammar appendices of the new curriculum will be followed in each year group.

Assessment

  • In the EYFS, children’s achievements are ongoing and are assessed against the Early Learning Goals.
  • Levels are no longer used to assess children and instead teachers in KS1 and KS2 will make judgments about the children’s reading and writing in relation to age related expectations as set out in the new curriculum
  • Assessment for learning is well established throughout the school and the use of questioning, observation and marking will continue to be key parts of formative assessment
  • Statutory assessments take place at the end of Year 1, Year 2 and Year 6.
  • Assessments are recorded six times a year and carefully analysed to make sure that all children and groups are progressing well and achieving their potential.

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Pippins School

Raymond Close, Rodney Way, Colnbrook,
Slough, SL3 0PR

School Office

01753 682937

office@pippins.slough.sch.uk

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