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Camm’s CE Primary School Statement –

English Intent

 

LIFELONG READERS - LIFELONG LEARNERS

 

It is our intention when teaching English to develop this as a fundamental life skill; it develops the children’s ability to communicate effectively - to listen, speak and read for a wide range of purposes.  

 

It is our intention to engage pupils to be able to express themselves creatively and imaginatively as they become enthusiastic and critical readers of stories, poetry and drama, as well as non-fiction and media texts. 

 

Children gain an understanding of how language works by looking at its patterns, structures and origins. Children use their knowledge, skills and understanding across a range of different situations and across the curriculum.

 

We work to ensure that all children develop the ability to communicate effectively and that any barriers to learning are swiftly identified and steps taken to remove them.    

 

Implementation

 

At Camm’s, we recognise that in order for all pupils to progress they need to be confident across each of the yearly objectives.  Our English curriculum covers the knowledge and skills outlined in the National Curriculum, and ensures all children are given opportunities to progress their reading and writing further.

 

Through our teaching of English, we aim to deliver lessons in a meaningful context, giving purpose and wherever possible curricular links are exploited, wherever possible through the wider curriculum.

 

When reading, topic related texts (fiction and non-fiction) are made available.  Children are encouraged to read for pleasure by visiting Eckington Library, receiving book tokens, raffle tickets and spending time in their class’s reading corner.

 

EYFS

It is crucial for children to develop a life long love of reading. Reading consists of two dimensions: language comprehension and word reading. Language comprehension  [necessary for both reading and writing] starts from birth. It only develops when adults talk with children about the world around them and the books [stories and non fiction] they read with them, and enjoy rhymes, poems and songs together.

 Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed word [decoding] and the speedy recognition of familiar printed words. 

 

KS1

 

In KS1, we provide opportunities for pupils to develop fundamental skills, becoming increasingly competent and confident across a broad range of opportunities.  We have a graded scheme of phonics books, for children to progress through the stages 1-6.  As the children become more competent readers, they move into using the school library scheme.  Year 1 are taught phonics on a daily basis, in groups, predominantly following the Letters and Sounds scheme, to prepare the children for their phonics assessment.  Further phonic interventions occur throughout the year.  This progresses into Year 2 for any children requiring further teaching.

 

                                                                    KS2

 

Reading is taught as a class.  Teachers, teaching assistants and other adults record when they hear children read (at pre-determined frequencies).  Children are encouraged to use their reading corners and change their school library books, and Eckington Library books, regularly.  Rapid Reading is used as an intervention each week.

 

Impact

 

We strive to ensure that our pupil’s attainment is in line or exceeds their potential when we consider the varied starting points of all our children.  Through our progressive skill-based curriculum we are measuring the children’s ability, striving for them to meet their age-related expectations for their year group.  We intend the impact of our English curriculum will ensure children will leave our school prepared for the next step in their English education and life beyond primary school.

 

 

 


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