At North Mead Primary Academy, children are taught the English National Curriculum (as outlined in the programmes of studies). In KS1 we follow a book rich curriculum and in KS2 we follow a novel based curriculum. Throughout EYFS, KS1 and KS2 the children are exposed to a rich variety of high-quality books which develop their reading, writing and speaking and listening skills. Teachers use assessment information to inform planning for learning and are free to use a wide variety of appropriate learning resources. To ensure coverage teachers use the curriculum objective sheets and use this in their planning.
There are six weekly English lessons (1 grammar, 1 reading comprehension, 3 novel based and 1 creative writing) Teachers are expected to adapt their teaching to the needs of the children and to use different techniques such as drama when teaching lessons. Within each lesson, there is a strong focus on understanding and developing vocabulary – this is a whole school priority due to the nature of our children’s needs. Children are given time to respond to marking and any other feedback in order to address any misconceptions and deepen their understanding. This reflective process is an integral part in the teaching and learning cycle and is positively encouraged. All groups of learners are challenged appropriately through questioning and tasks so that they are able to develop and deepen their understanding and skills.
Each year group has 30 spelling weeks across the year. The spelling sheets should be photocopied and sent home every week as homework.
Each child working at a 1B or above has a spelling & handwriting journal. The journal should be used in the following way:
Introduce the spelling rule and that week’s spellings. The children then need to write the words out beside them.
Children to complete the week’s Look/Cover/Write/Check sheet.
Dictation. Teachers to use the week’s spelling words in simple sentences and the children then need to write the sentences out.
Spelling Test. Children to complete their spelling test. Encourage the children to mark their spellings where appropriate. Teachers or TAs must check the spellings and get the children to write out any corrections.
The North Mead Primary Academy cursive handwriting style must be modelled and used by all members of staff and taught alongside the spelling rules.
In order to improve write and in particular writing structure, we use the Alan Peat sentence structures. These are taught explicitly across the school in a structured and progressive way that is developed across the year groups and abilities of the children. Once taught, they should be displayed in the classroom as a prompt for the children to refer to.
Writing assessments in writing is predominantly done through weekly assessed writing lessons. However, teachers should take the whole curriculum into consideration when assessing a child and go with their professional judgement.
Throughout the year all of the genres that the children have been taught so far, both fiction and non-fiction, should be done as assessed writing. Teachers can plan their English units so that the assessed writing can be done around the book/novel the children are studying. They can also include cross-curricular writing from the topic and science units.
When assessing the writing teachers must use the assessment grids to identify two objectives that the chid has met and two objectives where the children needs to work on. When objectives have been achieved, teachers must tick the assessment grid. In every assessed writing sessions teachers MUST spend a short amount of time with each child to ensure that they know what to do to achieve that week’s target.
Teachers are encouraged to use the genre tracking sheets to ensure that they are covering all the genres. It also provides examples and ideas of how to cover the genre.
In reading teachers need to use the reading assessment sheets and should aim to highlight the achieved objectives at least three times a year during the assessment weeks. Teachers should use their knowledge of the children, the whole English curriculum, 1:1 reading and reciprocal reading sessions when making their assessment judgements.
There should be a weekly reading comprehension lesson in Years 2-6. By following the reading comprehension scheme children should develop their skills for analysing texts in particular, their inference skills. Children in years 2-6 have reading comprehension books.
Children working at 2W or below need to be read with 1:1 and this should be recorded in the class’s reading folder. Children who are working above this should be having a reciprocal reading session each week. All reading done with the children should be recorded in the comprehensive class reading folder.
In Foundation Stage and Year 1 phonic sessions happen at least three times a day. There are also phonics interventions for KS1 & KS2 in the afternoons. For more detail see the English policy, that can be found at the bottom of the page.
Subject Policies/PlansEnglish Policy Version 0.2.docx
Mr B Burpitt