English

 

“If you don’t like to read, you haven’t found the right book.”

J.K. Rowling

 

We chose Literacy as our specialism at Harris Primary Academy Croydon because we believe that learning to read, write and communicate effectively underpins all learning. 

English learning cuts across all subject areas and books are at the heart of our curriculum.  Teachers plan English teaching around a selection of high quality core texts and across a range of subject areas and we also plan for literacy-specific learning every day in school, in line with the expectations of the National Curriculum.

A range of enrichment activities are planned across the year to support children in developing their English skills. Theatre trips, book fairs, author visits as well as visits to the local library are all timetabled. 

 

Intent: Introduction, Vision and Philosophy  

The purpose of this information is to clarify the how, why and what of English teaching at Harris Primary Academy Croydon.  This is used by staff to clarify expectations, highlight the resources that we have access to, and to ensure that a high-quality English curriculum is being taught to all pupils in our academy. At HPAC, we are consistently developing our pupils’ spoken language, reading, writing, grammar and vocabulary so that pupils can use oracy to explain and deepen outstanding, convey their ideas fluently and confidently and to ask questions.  We are passionate that our pupils develop a love of reading and can take part in high-quality discussions about a range of texts. At HPAC, we encourage pupils to express their ideas, exchange ideas respectfully and develop more sophisticated vocabulary.

 

Implementation: What does English look like at HPAC?

English in Key Stage 1 

This area of learning supports the development of linking sounds to letters and understanding that from this we can read and write. Children will begin to recognise print in their environment and start to understand that this is one way of communicating with one another. It is vital that children understand that print carries meaning and that they are able to engage with this essential element of communication and the high importance it holds. We actively promote the importance of reading and writing which is done through stories, songs, poems, mark making in a writing in a variety of different context and for different purposes using a wide range of media.  Throughout all classes there is a book corner and areas that promote active mark making and writing. Both Reception classes have a phonics area, which the children are encouraged to use to support both their independent learning. We teach phonics on a daily basis and use the ‘Sounds write’ program of study which places emphasis on the sounds within words.

 

English in Key Stage 2 

At HPAC, for Key Stage 2, we teach English using high-quality texts per half term. Each half term, a range of genres are taught to develop children’s understanding of each. The features of each genre are taught explicitly, linked to the grammar as identified from our coverage overview. Our teachers bring these lessons to life through engaging hooks and a number of strategies including but not limited to: drama, modelled, guided and shared writing, discussions and debates, use of media, peer-editing. Spelling is taught every day using a clear progressive spelling programme.  

When planning, teachers will have access to a range of different resources and areas to support.  Teachers will follow the given genres and grammar focus to ensure that coverage of the national curriculum and progression between each year group is secure.  CPD is delivered through weekly staff meetings, INSET days and specific CPD sessions. 

 

Impact 

Our goal is that, by the time children leave our care, they have developed a genuine love for reading and a solid foundation in writing. We strive to ensure every child, regardless of background, is equipped with the essential skills and tools to thrive in all areas of life. The sequence of learning recorded in children’s books highlights what the children have learnt, remembered and are able to apply and use independently.  

 

Overall English Impact at HPAC

At HPAC, children are provided the opportunity to use language in a variety of ways. This enables them to record their learning in creative ways in their English/reading books.  Evidence of the learning is dependent on the lesson outcome, year group and the knowledge and skills being developed.  This can be in the form of but not limited to: extended writing, PowerPoint Presentations, class compilations, debates, photographs of practical activities, pupil voice. 

Subject leaders will conduct learning walks and pupil interviews to measure the impact of our teaching, based on how much children can remember and how this has been applied in a number of outcomes.  Subject Leaders will also carry out CPD to ensure moderation is part of regular practise to ensure children are reaching expectations.

Word Pool is a website for anyone interested in children's books. It gives personal profiles for a range of authors along with their bibliographies, reading lists and reviews, titles and tips for reluctant readers, and information and advice for aspiring writers.
 

Writing

The use of engaging, relevant and high quality texts is central to our writing curriculum. These act as stimuli for children to develop and explore their writing skills.

The writing process ensures that children have a good understanding of a range of different styles and genres of writing. Through drama and speaking and listening activities, children explore the text type they are working on. They are taught about how to structure pieces of writing and how to write in a range of styles, for different audiences and purposes. Grammar is taught contextually wherever possible; some grammar lessons may be taught separately where necessary. The ‘Big Write’ comes at the end of each unit of writing and allows children to write an extended piece to demonstrate their writing skills in the given genre.  We then use ‘green pen marking’ for self and peer evaluation. This allows children to edit and improve their work and critically evaluate the effectiveness of their own and others’ writing.

“I like writing stories, I can let my imagination go wild!” (Year 6 Pupil)

Handwriting and Spelling

Children are taught to use a cursive script throughout our academy and handwriting lessons take place at least once a week. Children are taught spelling rules and are encouraged to apply these rules to their independent work. Each child has a spelling log where they record spellings that they need to learn. 

Interventions

For children that require targeted support in English, we have a variety of interventions.  Support staff are given extra training to ensure that interventions are of a high quality.  Extra phonics interventions take place daily, children are given extra 1:1 reading support and we also deliver targeted support through the use of PiXL resources.