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At Grendon Underwood School we recognise that English
is a core subject within the National Curriculum and that a central
concern of all our teaching is to develop pupils’ abilities to use
language to think explore, organise and communicate significant meanings
to enable every pupil to achieve their potential and develop self-esteem.
We also recognise the importance language plays in the social, emotional
and imaginative development of pupils as they use language to make meaning
of the complexity of human experience and communicate with the world at
large.
‘The value of English in the Curriculum? What can I
say? Without English, nothing. And without good English, nothing very
well.’
Anne Fine, Author
Aims
In order to meet the aims of the National curriculu
2000 for English, the teaching of language at Grendon Underwood Combined
School will endeavour:
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To provide opportunities for extended writing, reading
of longer texts, drama and speaking and listening, in addition to the full
implementation of the National Literacy Strategy.
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To promote a confident and enjoyable attitude towards
English as a subject in its own right, across the curriculum and in all
other areas of life.
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Nurture confidence and bring a sense of achievement, by
extending pupils to realise their potential in language areas and thus
experience the personal satisfaction and confidence gained from striving
towards the highest possible standards in all aspects of English.
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To be observers, facilitators and supporters of
children’s linguistic and literacy progress by ensuring that the best
standard of attainment is appropriately matched to each individual child’s
ability and special educational needs.
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To provide a wide range of opportunities through a
variety of situations, audiences and activities designed to develop a
child’s confidence and competency as a speaker and as a listener.
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Encourage the development of critical thought through
discussion and response to language in a variety of media.
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To develop a love of literature through the
presentation of a wide range of rich stimulating texts. To foster each
child’s reading ability to enable them to become an enthusiastic,
confident, independent reader.
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Encourage the development of critical appreciation of a
full range of different reading material in relation to genre, purpose and
audience.
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Encourage the desire to express feelings, use
imagination and communicate ideas through writing.
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To encourage children to see themselves as writers to
understand and demonstrate the stages of the writing process: planning,
drafting, revising, editing, sharing and publishing in their work and for
children to see writing as a means of developing and communicating their
ideas.
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To encourage collaboration and support for children by
involving and informing parents in the development of the reading and
writing processes.
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To promote pupils’ spiritual, moral, social, and
cultural development through English.
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To enable teachers to identify opportunities to develop
thinking skills.
Speaking and Listening
The development of spoken
language is concerned with the importance of effective communication
through the use of clear, articulate speech and attentive listening.
It is agreed common classroom practice to include the
following elements in the teaching of speaking and listening:-
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speaking and listening are valued and these activities
are taken seriously
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pupils will be given opportunities to talk about their
own experiences either to the whole class, a group or the classteacher
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pupils will learn that listening is an active, not
passive activity and will be taught to listen to one another and to take
turns
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pupils will be asked to make explanations in a variety
of situations
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pupils will learn to take part in verbal presentations
- this may be as individuals or as part of a group.
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pupils will be encouraged to join in discussions and to
give their opinions
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pupils will be encouraged to critically appraise their
own and other children’s talks in a positive way
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through ‘booktalk’ in guided reading, children will
be encouraged to share their opinions and discuss the meanings inherent in
the plot and the inferences of any sub-texts
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children will be encouraged to collaborate and
negotiate to achieve an overall aim in problem solving situations
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pupils will have the opportunity to listen to their own
‘talk’ recorded on tape in order to develop fluency and confidence and
to evaluate their own talk
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to develop children’s awareness of standard spoken
English
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to provide children will the opportunities to
communicate to difference audiences and reflect on how speakers adapt
their vocabulary, tone, pace and style
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to teach children how to organise and structure what
they want to say and to use vocabulary and syntax that enables the
communication of more complex meanings.
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to give children opportunities to talk for a range of
purposes.
Reading
Reading is much more than the decoding of black marks
on a page. It is a process that requires understanding and response to all
types of writing.
It is agreed classroom practice to include the
following elements in the teaching of reading.
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to promote reading, or listening to others read as an
enjoyable experience
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that there will be a range of different styles of texts
which pupils should hear and read, including Media and ICT texts and texts
from a variety of cultures and traditions
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that pupils are encouraged to develop preferences in
their choice of books and to investigate the layers of meaning and to make
a critical response to what they read
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that there are different strategies offered for helping
pupils to read - these may include: phonics, word recognition, picture
clues, prediction and context
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high frequency words from the NLS will be taught
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that reading for information will be reinforced across
the curriculum
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texts will be presented in a variety of ways, including
OHT, computer and big book format
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that methods and strategies such as Shared and Guided
Reading are used to encourage pupils to read accurately for meaning and
pleasure
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pupils will be supported in their reading progress by
being given guidance on their selection of appropriate reading materials
by their classteacher or in some cases by the Special Needs Coordinator
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to develop fluency and expression in reading aloud
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to allow time to browse, choose, read, enjoy and
discuss texts
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pupils will be taught how to use the Dewey system for
reference libraries
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pupils will extend their referencing skills by working
with non-fiction books, dictionaries and encyclopedias, especially during
their Humanities project work.
Writing
‘Writing is both essential to thinking and
learning and enjoyable in its own right’.
NC 2000
It is agreed common classroom practice to include the
following elements in the teaching of writing:
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to promote writing, in a variety of formats as an
enjoyable experience
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children will be taught to write in a variety of
fictional and non-fictional formats
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pupils will be taught to structure the content of their
writing to suit purpose and audience
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pupils will have a variety of aids to writing available
to them e.g. wordbooks, dictionaries, word banks, wall displays,
thesauruses, etc.
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pupils will be taught to improve and develop content,
style and accuracy of writing
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pupils will be given opportunities to discuss and
respond critically to their own and other pupils’ writing, analyse
strengths and weaknesses and make improvements at a formative stage
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pupils will be encouraged to write with commitment and
vitality and develop independent, distinctive and original styles.
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use of correct grammatical terminology will be taught
throughout the school
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pupils will be taught to use increasingly complex
punctuation as their writing skills progress
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pupils will be taught to place greater emphasis on the
purpose and organisation of their writing, than to the secretarial skills
of punctuation, spelling and handwriting.
Spelling
It is agreed common classroom practice to include the
following elements in the teaching of spelling:
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Early years pupils will be taught the names and sounds
of letters using Sue Lloyd’s Jolly Phonics
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Key stage 2 pupils will follow the Violet Brand ‘Spelling
Made Easy’ programme.
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Children will be taught a range of strategies to
promote accurate spelling
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Children will be taught to check the accuracy of their
spelling and to identify reasons for misspellings.
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Regular use of dictionaries and thesauruses will be
encouraged
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Pupils will study the relevance of word families and
roots and origins of words
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During the writing process, pupils will be encouraged
to attempt to spell words themselves, with guidance from another pupil, or
from an adult. A vocabulary/word book as a personal resource may be used.
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High frequency words from the NLS will be taught and
practiced throughout the year.
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The use of correct terminology, including vowel,
consonant, homophone and syllable will be taught in KS2
Handwriting
It is agreed common classroom practice to include the
following elements in the teaching of handwriting:-
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Pupils will be encouraged to develop legible
handwriting in both joined and printed styles
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The ‘Cripps’ letter formation will be displayed for
both left and right handed pupils in all classrooms
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Wide-spaced line markings will be used in the early
years leading to the use of regular line spacing and blank paper in KS2.
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As pupils develop emphasis will be placed on speed,
presentation and individual style
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All pupils will be encouraged to develop a sense of
pride in the presentation of their work
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Pupils will be encouraged to use different forms of
handwriting for different purposes
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Pupils will be taught the importance of clear and neat
presentation in order to communicate their meaning effectively
Drama
It is agreed common classroom practice to include the
following elements in the teaching of drama:-
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to encourage pupils to use role-play within the
literacy hour to extend children’s understanding and enjoyment of
literacy texts
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to use drama as a means to explore meanings of text -
characters, actions, themes, emotions and ideas
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to participate in spoken performances, dramatic
interpretation and improvisations
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children will take part in drama or role-play
situations where accent, characterisation and emotions are all part of the
communication process
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to critically appraise their own and other children’s
performances in a positive way
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to promote spiritual development through helping pupils
represent, explore and reflect on their own and others’ inner life in
drama
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to use drama to promote moral development, through
exploring questions of right and wrong, and conflict between values
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to promote social development through helping pupils
collaborate with others to create or present derived or scripted drama
Language Study
It is agreed classroom practice to include the
following elements in the teaching of the formal conventions of Standard
English:
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an understanding of grammatical features of written
Standard English
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fluent use of spoken standard English according to a
range of circumstances
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how word order and choice are crucial to meaning and
effect
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relevance of word families, roots and origin of words
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use of different forms of handwriting for different
purposes
Planning
The School’s scheme of work for covering the aims and
objectives of the National Literacy Strategy is based upon LCP.
ICT
Assessment
It is agreed classroom practice that the teaching and
learning process should be clearly linked to learning objectives:
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learners should be actively involved, through an
explicit understanding of learning objectives, self-evaluation and target
setting for personal improvement
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records should track progression, analyse what has been
achieved in relation to learning objectives and set future targets
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a variety of methods of assessment should be used, both
formative and diagnostic
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quantitative data will be collated in accordance with
the assessment policy
Equal Opportunities
The school will endeavour to acknowledge and value the
variety of different experiences, interests, social and cultural
backgrounds of pupils and use such differences constructively to raise
confidence and self-esteem. All staff will ensure access to learning at an
individual level, through differentiated teaching and learning strategies.
Planning will set high expectations and provide appropriate learning
opportunities for pupils from all social backgrounds, ethnic groups and
for those who are disabled. The school will seek to provide texts from a
range of cultures and which are free from discrimination and stereo
typing, and to provide resources to support specific learning
difficulties.
Developing Literacy in the Home
The school recognises that the role of the family is
central in supporting the child’s language development as a speaker,
reader and writer. Families, pupils and teachers will be regularly
informed of progress and access to records will be provided. Home-school
contracts and homework policies will be linked to developing literacy at
home. Teachers will provide guidance on what family’s can do to extend
their child’s competence in using spoken and written language.
Special Educational Needs
Provision is given to children with SEN following the
guidelines of the SEN policy statement. All children have access to the
whole curriculum. Those children in school with an SEN statement for
language follow the IEP written by Learning Support. Children’s
individual needs are accommodated by differentiation of the work planned
by the classteacher.
SEN resources are included in the SEN document for
Grendon Underwood Combined School.
We, at Grendon Underwood School, operate an inclusion
policy for all children, including those with special educational needs,
in the Literacy Hour.
Monitoring and Evaluating
We believe that school self-evaluation is a necessary
prerequisite for school improvement. Classteachers, literacy managers and
the headteacher will monitor the approaches outlined in this document in
accordance with the SIP for English.
Marking
Marking will be carried out in accordance with the
school Marking Policy.
Homework
Homework will be set in accordance with the school
Homework Policy.
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