st oswald’s english policy - wordpress.com...st oswald’s catholic junior school l.hindley...

St Oswald’s Catholic Junior School

L.Hindley February 2015 Page 1

St Oswald’s English Policy

Rationale

The National Curriculum (2014) clearly states that teaching the English language is an

essential, if not the most essential role of a primary school.

At St Oswald’s we recognise that without effective communication, little achievement can be

made. We know that we have a duty to ensure that English teaching is a priority and we

recognise that this is necessarily cross-curricular and a constant through-out school life and

beyond. It is part of the ‘essential knowledge’ (P.6 National Curriculum) that is needed in

society:

‘Teachers should develop pupil’s spoken language, reading, writing and vocabulary as integral

aspects of the teaching of every subject. English is both a subject in its own right and the

medium for teaching; for pupils, understanding the language provides access to the whole

curriculum. Fluency in the English language is an essential foundation for success in all

subjects.’ (P.10 National Curriculum)

This policy reflects the school’s values, philosophy and mission statement in relation to the

teaching and learning of the English Language. It outlines our approach to the development of

language in communication (speaking and listening) reading and writing.

We aim to develop the abilities of all children in our school to communicate their ideas

effectively in speech and writing. We also believe that by developing the reading and listening

skills in our pupils they will become effective communicators. Children are enabled to express

themselves creatively and imaginatively as they become enthusiastic and critical readers of

stories, poetry and drama, as well as of non-fiction and media texts. They gain an

understanding of how language works by looking at its patterns, structures and origins.

Children use their knowledge, skills and understanding in speaking and writing across a range

of different situations.

Aims To provide a language rich environment that promotes a culture of communication, reading and

writing;

To develop in pupils an interest in and a love of books and literature that will not only support

their learning across the curriculum but also enrich their lives;

To develop the ability to read easily, fluently and with good understanding;

To develop a strong command of the written and spoken word in order to communicate and

respond effectively;

To teach children the craft of writing, including handwriting, in order to develop in children the

confidence and skills to write well for a range of purposes and audience;

To improve the planning, drafting and editing of their written work;

To teach the basics – spelling, handwriting, grammar and punctuation – to ensure accuracy

within creativity;

To teach children effective communication, both verbal and non-verbal, through a variety of

drama activities, including the communication of their ideas, views and feelings;

To encourage children to listen with concentration, in order to identify the main points of what



they have heard;

To foster in pupils the confidence, desire and ability to express their views and opinions both

orally and in writing;

Primary English Curriculum The new English programme of study (2014) is based on 4 areas:

Spoken language

Reading

Writing

Spelling, grammar, punctuation and glossary The new National Curriculum is divided into 3 Key stages: Key Stage 1, Lower Key Stage 2

(Years 3 and 4) and Upper Key Stage 2 (Years 5 and 6).

By the end of each key stage, pupils are expected to know, apply and understand the matters,

skills and processes specified in the relevant programme of study.

The new National curriculum 2014, gives detailed guidance of what should be taught at each

Key stage under the following headings.

Spoken language

Reading ‐ Word reading Comprehension

Writing – transcription, spelling, Handwriting and presentation

Composition

Grammar and punctuation

Speaking and Listening The National Curriculum states that pupils should be ‘taught to speak clearly and convey

ideas confidently in Standard English’ (p10) they should:

Justify ideas with reasons

Ask questions to check understanding

Develop vocabulary and build knowledge

Negotiate

Evaluate and build on the ideas of others

Select the appropriate register for effective communication

Give well-structured descriptions and explanations

Speculate, hypothesise and explore ideas

Organise their ideas prior to writing

Our aims

We encourage our pupils to speak clearly and confidently and articulate their views and

opinions. We teach that children need to express themselves orally in an appropriate

way, matching their style and response to audience and purpose. Children learn how to

listen and respond to literature, giving and receiving instructions. They develop the

skills of participating effectively in group discussions.



Modelling appropriate and expressive speech is an integral part of our teaching. All

adults working in the school are expected to use Standard English throughout the day

and to expect the same from the pupils. Teachers are expected to plan lessons, including

the objectives from the four key areas of speaking, listening, group interaction and

drama. Where possible the objectives will be included across the curriculum thus

creating a wide variety of opportunities to reinforce and develop these skills.

Ways in which we support this include:

Activities which are planned to encourage full and active participation by all children, irrespective of ability

Children with specific speech and language and auditory problems will be identified and specialist help sought, where appropriate

Poetry recital

School Plays

Class debates

Class assembly

Events within the community

School Council/Reading Advocates

Talking Partners

Book talk sessions

Drama / role play

PSHE and circle time

At St Oswald’s we believe that speaking and listening skills are an intrinsic part of the writing

process. A child needs to be able to say a sentence before they can write it. Children use talking

partners to articulate their ideas and make focused oral responses and questions during learning

times.

Drama

Drama forms an integral part of literacy lessons for every class and is incorporated into the

planning of units. This may be on a weekly basis or less frequently according to the unit of

work. Drama activities can take place effectively within a classroom space or in the outside

classroom on the stages.

Reading

‘The more you read, the more things you will know. The more that you learn, the more

places you’ll go’

Dr. Seuss

The National Curriculum (2014) states that pupils should be taught to read fluently,

understand extended prose and be encouraged to read for pleasure. Reading is singled out as of

extreme importance since through it ‘pupils have a chance to develop culturally, emotionally,

intellectually, socially and spiritually’ (P.13) Reading allows pupils to ‘acquire knowledge’ and



to ‘build on what they already know’ (P.13).

Schools are expected to have library facilities and support and encourage reading at home.

The 2014 Curriculum divides reading skills into two dimensions:

• Word reading/ decoding

• Comprehension

We recognise that both these elements are essential to success and we support

the acquisition of both sets of skills through various methods. We recognise that these

areas are clearly linked to the other aspects of English learning: speaking and listening,

writing, grammar and vocabulary. We also understand that reading is a developmental

process and part of life-long learning and we encourage and praise children at every

stage of it.

‘To learn to read is to light a fire; every syllable that is spelled out is a spark.’

Victor Hugo, Les Miserables

Reading for Enjoyment

‘There is more treasure in books than in all the pirate’s loot on Treasure Island.’

Walt Disney

At St Oswald’s we recognise that reading is a core tool for life and we aim to foster a love for

reading in our children. We have identified the need for children to be heard reading and to be

read to on a daily basis and throughout the curriculum. Children will be heard read individually

and during guided reading sessions All adults in school model positive attitudes to reading and, in doing so, encourage the children to do the same.

The school has recently achieved gold in the Liverpool Reading Charter Mark Awards.

The Reading Advocate provides strong leadership for reading development across the Junior

school. She demonstrates passion for and commitment to the importance of reading for

pleasure for the all stakeholders in the school. The Head and the Deputy are fully supportive of

the Literacy coordinator and reading is at centre of everything the school does. This is

evidenced not only in end of Key Stage results and other tests but throughout the school

environment. Consistent approaches to the teaching of reading and reading for pleasure are

evident in all classrooms and the curriculum. Governors are fully supportive of the work that

the literacy coordinator leads and are very well informed. Governors also participate in many

of the reading events which take place as part of the school calendar. Increased subject

leadership time has been given to support ongoing CPD.

Staff are confident about teaching reading and about reading for pleasure within the curriculum

and for recreation. The Reading for Pleasure policy is well embedded in practice across the

school, supported by relevant CPD. CPD is related to the areas identified through regular

reviews and audits and is tailored to the needs of the staff and the pupils. A range of expertise

is used to support staff, including effective use of the National Literacy Trust resources and

School Improvement Liverpool which underpins school practice.



The S.O.A.R (St Oswald’s Are Readers) initiative gives a strong identity to reading for

pleasure in school. Reading is part and parcel of the learning environment, with pupils offered

lots of opportunities to read and to talk about reading. Reading is promoted through the

curriculum, underpinning learning. Pupils are confident and excited when talking about

reading, demonstrating a real love for reading in lots of forms. They have sound knowledge of

different authors, demonstrating interest in a wide range of authors and challenging texts. This

is particularly so for the pupils who attend reading clubs. Reading groups are led by teachers

who are very enthusiastic and knowledgeable about authors and texts.

Reading Advocates and Reading Ambassadors are roles of which pupils are very proud. Their

contributions are valued and they promote reading confidently within their peer groups and are

given lots of opportunities to do so. The Reading Buddy partnerships are also really

appreciated by pupils who loved talking about being a buddy/being buddied. Staff are visible as

readers with their reading celebrated around school. Staff are ambassadors for reading and

reading role models too. Reading, authors and books are promoted around the school through

reading displays. Staff and pupils as readers are prominent around the school in displays,

including the hall. All staff are seen as readers. Class libraries and reading corners promote

reading and are well used.

The school website both promotes and captures the reading for pleasure ethos, with lots of

support for reading at home.

Reading is school wide. Some pupils are supported by a Beanstalk volunteer and others are

supported by parent readers. Reading for pleasure is timetable and also takes place at the end of

the day. Class readers are central to the curriculum in addition to guided reading. Outdoor

reading is loved by pupils. There is a specific trolley to take books outside and pupils have lots

of choices of where to read at playtimes. Outdoor reading is also part of the curriculum. There

is a staff book swap and staff share what they currently reading alongside what they read as

children, showing reading as a life-long journey.

Pupils have regular opportunities to engage in independent and shared reading. Each year

group will have class sets of books to read with; this will allow all pupils to have a shared

experience of a text. Classrooms have attractive reading corners and displays where children

can read a range of fiction, non fiction and picture books.

Home reading is well established with pupils encouraged to record whatever they have read, as

well as if they have read the home reader. The parent readers are enthusiastic supporters of how

the school approaches reading and they share this with pupils whose home support is not as

strong. Courses are offered to parents to help them with their own reading and to support their

children at home; alongside other course to support them with other key skills.

The relationship with the local and Central library is strong; Most pupils have membership and

make regular visits. Irene Mandelkow from Libraries works closely with the school too. Strong

mutually supportive links with Broughton Hall and their Reading Revolutionaries have been

established with visits to and from each school happening on a regular basis. The school also

makes effective use of our National Literacy Trust membership.

During the year, poets and storytellers visit the school and hold workshops with the children to

encourage them to experiment with reading different genres and inspire them to read and write



poetry. St Oswald’s children also participate in World Book Week every year when reading for

enjoyment is widely promoted across the school.

Home Reading

Pupils are expected to read every night for between 10-20 minutes approximately depending on

their age. Reading records are to be filled in every night and checked by an adult in school the

next day.

At St Oswald’s the scheme reading books are book banded and located in the Year Four Area.

The children may choose a fiction or non-fiction book to read according to their ability level.

The book band colour is determined by the child’s reading level from previous test results and

teacher assessment. Children are expected to read and share these books at home and will have

regular opportunities to change them. Parents, pupils and class teachers will use the reading

logs to communicate about the pupils reading. Children can also choose a fiction or non fiction

book from the class library if they wish.

The children have Reading passports which encourage them to read for ten minutes every

night. Pupils collected reading miles by spending time reading books at home. These miles

allowed them to travel around the Commonwealth on a classroom poster. Pupils collected their

reading miles in their special reading passport – 33,000 miles (or 11 hours) in total. Every pupil

who completed their reading journey around the Commonwealth is crowned a Diamond Reader

and can be entered into a prize draw. All children who complete the journey will receive a star

reader reward sticker and a small prize. This is celebrated and is high profile in school.

Guided Reading

The goal of guided reading is to enable learners to become independent, able readers, who

understand and appreciate texts on their own without the teacher’s help. Guided reading takes

place in a small group (no bigger than 6), with a teacher or teaching assistant, and focuses on

developing pupil’s ability to become independent readers, thinkers and learners. The teacher

acts as the expert who guides the children through the text, providing signposts to the most

important and most helpful features of the textual landscape.

The pupils are grouped by ability and read individual copies of the same text, which matches

the reading level of the group. Class teachers will include a mix of fiction and non-fictions

texts, and where possible, texts should match the range being taught to the whole class or

which relates to another area of current learning or interest. Texts are selected from the

school’s numerous guided reading resources. At St Oswald’s, all groups of children have a

guided reading session once a fortnight. The session will follow the sequence of;

introduction/recap, a strategy check, independent reading/interaction, return and response,

followed by a reading activity.

The teacher/teaching assistant shares the key objective for the session with the pupils, assesses

pupil’s progress using reading AF’s, gives feedback and next steps in the plenary and records

outcomes on the guided reading planning sheet. The class teacher will dip in and out and listen

to each child read. This will give class teachers an opportunity to assess and monitor each



pupil’s reading skills and ability, whilst still allowing the other pupils to continue reading.

Equality and reading

When teaching guided reading to EAL and SEN pupils, pictures books and visual cues are used

to support discussion in order to aid comprehension. Gender equality will be promoted by

making sure texts avoid stereotyping and by ensuring boys and girls have access to all the

resources available. In order to ensure boys are engaged and excited to read, appropriate texts

will be chosen that focus on boys interests.

More able children will be well planned for by taking into account their current reading levels

and providing them with rich texts that allow them to build on their reading skills and develop

their independent learning, reading and thinking skills.

Opportunities to discuss issues of race, gender etc will be provided through the discussion of

the resources used.

Resources

The guided reading resources for SEN are kept in a central location in the Year four area.

Specific Year group resources are found in each individual year group.

Comprehension

Reciprocal Reading

Staff are well supported by CPD, with a recent focus on Reciprocal Reading. This has been

embraced by the staff who spoke very enthusiastically about the impact of this on both the

teaching of reading and on the pupils as readers. Staff consider that pupils have developed a

much stronger a sense of what it means to be a good reader by using this approach.

Throughout KS2, pupils are taught specific skills which enable them to decode the meaning of

a text and how to form and express their own personal opinions and make comparisons.

Teachers use the following AF strands to question pupils and ensure their understanding of a

text. Teachers carefully plan their questions before a reading session to ensure a range of

question types.

AF2-Understand, describe, select or retrieve information, events or ideas from texts and use

quotation and reference to text.

AF3-Deduce, infer or interpret information, events or ideas from texts

AF4-Identify and comment on the structure and organisation of the texts, including

grammatical and presentational features at text level

AF5-Explain and comment on writer’s use of language, including grammatical and literary

features at word level and sentence level

AF6-Identify and comment on writer’s purpose and viewpoints and the overall effect of the

text on the reader

AF7-Relate texts to their social, cultural and historical traditions

Assessment of reading Teacher assessment of the skills needed for reading, and the ability to read is carried out

throughout the year. The optional SAT’s tests and Year 6 SATs are analysed from the previous



year to find areas of weakness which then become a whole school and year group target. The

children’s age related expectations are stuck into the front of their Literacy book which enables

them to see the next steps for progression.

Each classroom has Target displays which are shared and updated with children regularly.

Writing

"I love writing. I love the swirl and swing of words as they tangle with human emotions." James A. Michener

The National Curriculum states that pupils should:

• Develop the stamina and skills to write at length

• Use accurate spelling and punctuation

• Be grammatically correct

• Write in a range of ways and purposes including narratives, explanations, descriptions,

comparisons, summaries and evaluations

• Write to support their understanding and consolidation of what they have heard or read

The 2014 Curriculum divides writing skills into two dimensions:

• Transcription (spelling and handwriting)

• Composition (articulating ideas in speech and writing)

We recognise that both these elements are essential to success and we support the acquisition

of both sets of skills through various methods. We recognise that these areas are clearly linked

to the other aspects of English learning: speaking and listening, reading, grammar and

vocabulary.

The teaching of writing is embedded across our curriculum. The key skills of composition,

planning and drafting, punctuation, spelling, grammar and handwriting are taught explicitly in

the context of literacy lessons but also indirectly through cross- curricular writing in other

subjects.

Our aims and provision

• We teach grammar as a separate lesson where necessary

• We correct grammatical error orally/ written work (where appropriate)

• We have a systematic approach, we revisit key learning and build upon it in all areas

from phonics, through to grammar and spelling

• We use high quality texts, modelling and shared/ collaborative writing to demonstrate

good practice

• We provide writing frames to support the least confident

• We provide time for planning, editing and revising

• We mark extended pieces of work in-depth and set targets with the pupil

• We use checklists for pupils to self-assess or peer-assess, when appropriate so they can

evaluate effectively

• We encourage joined handwriting to support spelling and speed

• We use drama and hot-seating to help pupils to think about another point of view

• Support for pupils with learning and motor difficulties



Teachers provide children with the opportunity to write independently and apply their learning

from the unit. We include a weekly Big Writing session which covers different genres and

allows children to re-visit writing objectives.

Children in Year 6 take a written test which covers Spelling, Punctuation and

Grammar. Teachers are working from new guidelines to ensure that children cover the

necessary areas in KS2 and are well prepared for the test. All other year groups follow a

Grammar framework devised by the Liverpool English team from the new curriculum

framework 2014.

One lesson a week being of a specific grammar focus. Grammatical constructions and

terminology are introduced at a point in the teaching sequence that is relevant to the focus of

teaching. Activities are taught in pacy mental and oral VCOP sessions and are revised and

reinforced during writing sessions.

Modelled and Shared writing

Shared writing is a whole class activity where the teacher models the writing of the text. In

shared writing, the pupils will contribute to the text by suggesting words or sentences to be

used. The teacher demonstrates how to write and explains decisions. S/he will model thinking,

rehearsing sentences, writing and re-reading constantly generating words and ideas. Teachers

focus on the purpose, audience, level of formality, structure and organisation of the text. A

particular aspect of word or sentence level work provides an additional focus depending on the

objectives and targets begin worked on at that time.

This is an integral part of the literacy lesson where teachers and children construct a piece of

writing together, giving opportunities for the teacher to model writing using the children’s

ideas.

Guided Writing

Guided writing is a mini lesson within a literacy lesson itself. Guided writing groups are fluid

and change all the time. They may include children from all different ability groups. They may

also be target based (so those children who have the same writing target may be included in

one guided writing session). The guided writing session may have a separate learning objective

to that of the main teaching (for example, the children may be learning to write using different

sentence starters, however you have a group of children who are still not using full stops and

capital letters properly. Your guided writing session will involve those children learning to use

full stops and capital letters properly so they can make the most progress). At St Oswald’s there

is an equal weighting of guided reading and guided writing sessions.

Vocabulary Development: The National Curriculum makes clear that learning vocabulary is key to ‘learning and progress

across the whole curriculum’ (p11) since it allows pupils to access a wider range of words

when writing and for them to understand and comprehend texts efficiently.

Vocabulary teaching needs to be:

• Active

• Progressive/ systematic

• Making links from known words

• Develop understanding of shades of meaning



• Include ‘instruction verbs’ used in examinations

• Subject specific- accurate mathematical and scientific words

Our aims and provision:

We encourage our pupils to have a wide and growing vocabulary in a number of ways, these

include:

• Spelling lists/ key words to take home and learn

• Display of key words linked to topics and subjects

• Using the correct vocabulary orally

• In-depth word based lessons looking at patterns

• Using dictionaries, thesaurus and similar programmes

• Carrying out systematic testing and providing feedback to pupils

• Targeted one to one/ small group support, where appropriate

The letters and sounds programme is used initially for children still on the phases for spelling

which is directly linked with phonics as well as key words and sight vocabulary. Y3 to Y6

teachers follow the statutory requirements connected to their year group which is covered in

our Liverpool Spelling medium term plans. Weekly spellings are sent home to learn from a set

programme to ensure full coverage of spelling patterns and tricky words.

Phonics As part of the Literacy lesson, children are taught the principles and practice of phonics

following the guidance of Letters and Sounds, Primary National Strategy. The teaching of

phonics is key to children developing their reading.

All children are assessed to see which phase of phonics they are currently on and grouped

accordingly. SEN children in years four, five and six will be taught their specific phonic phase

in twenty minute daily sessions with a trained classroom assistant whilst the rest of the year

groups continue with Support for Spelling lessons.

Children in Year three will be split into different groups according to their phonic level and

will move to be taught in a different classroom for the first 15 minutes each morning. Spellings

specific to each phase are sent home and key words are taken home to practise and are tested

on a weekly basis.

Teaching and learning At St Oswald’s we use a variety of teaching and learning styles in our Literacy lessons in order

to meet the needs of all our pupils. Our principal aim is to develop children’s knowledge, skills,

and understanding. We use the Primary Framework as a basis for our planning within the

subject.

Literacy is taught on a daily basis for approximately 1 hour with an additional Literacy session

throughout the week and is supported and enhanced through other curriculum areas.

In all classes children have a wide range of abilities, and we seek to provide suitable learning

opportunities for all children by matching the challenge of the task to the ability of the child.

Staff have high expectations that all children can achieve their full potential.

Wherever possible, Teaching Assistants work in class, supporting all ability groups, specific

individuals or groups of children, ensuring that work is matched to the needs of the child.

Speaking and listening activities are embedded throughout the Curriculum. Children have the

opportunity to experience a wide range of texts, and to support their work with a variety of

resources, such as dictionaries, thesauruses and individual word banks. Staff provide balanced



and varied learning opportunities within the classroom, i.e. VAK, content and organisation.

Children use ICT in Literacy lessons where it enhances their learning, as in drafting their work

and in using multimedia to study how words and images are combined to convey meaning.

Wherever possible we encourage children to use and apply their learning in other areas of the

Curriculum.

Within all year groups children’s learning is mainly in ability groups in their class, with

differentiated tasks and support, but will also include independent and partner work. Good

practice in reading and writing is shared and modelled in whole class teaching.

Teachers use a variety of interactive teaching methods to deliver the curriculum and achieve set

learning objectives.

Planning We carry out the curriculum planning in Literacy in three phases (long-term, medium-

term/short term). The new National Framework (2014) details what we teach in the long- term,

while our yearly teaching programme identifies the key objectives in literacy that we teach

with purposeful cross-curricular links with other subjects.

We use plans produced by the Liverpool English team who have developed a medium term

planning document to support effective implementation of the new National Curriculum

(2014).Children need to secure knowledge, understanding and skills in decoding and

comprehension in reading and in composition, transcription, vocabulary, grammar and

punctuation in writing. There is a key focus on the ‘Immerse, Analyse, Write’ teaching

sequence to ensure that children have opportunities to practise the key skills whilst building the

understanding and knowledge to apply these skills across a range of genres.

Each year group has a list of suggested genres with 2 – 3 week block plans for each one. Each

plan includes Statutory Requirements, previous knowledge, possible texts and suggested

teaching sequence.

The teachers are guided by these medium term plans to create detailed weekly short term

planning which gives the objectives and the differentiated activities, including support, where

appropriate. This is followed through with teacher assessment against the learning outcomes.

Children are expected by teachers to apply their literacy skills across the curriculum and are

provided with many opportunities to read and write in the foundation subjects. It is expected

that teachers will plan at least one piece of extended writing during their topic work (this

writing will be found in their topic or literacy books).

Groups of children will have a guided reading session once a fortnight. Children are grouped

according to ability and when not reading with the teacher, children are given a purposeful

activity to do independently.

All teachers have high expectations in the presentation of work in all areas of the curriculum.

Specific groups • Analysis of English achievement is carried out termly, pupils who are slow moving or

making little or no progress are discussed and plans made by the intervention team

• Pupils with EAL are given additional support in all aspects of English

• Pupils who are gifted and talented receive additional support, differentiated curriculum

and may be entered for Level 6 tests at the end of Key Stage Two

• Pupils with SEN will have English based targets on their IEP. These are reviewed

termly



English lessons, tasks and materials are differentiated by the class teacher to meet the needs of

individual children. A number of intervention strategies are used to develop children’s specific

learning needs in Literacy. These include many programmes designed to support classroom

learning, as well as specific programmes for dyslexia and other special needs. The Active

Literacy and Units of Sound Programmes are used successfully throughout the school.

Assessment

Writing

Analysis of writing assessments feed into pupil progress meeting which allows for targeted,

precision teaching within the classroom so that children are learning what is needed to help

them to progress. Pupil progress meetings also enable teachers to analyse gaps in learning and

focus on the next steps needed for progress.

Moderation of writing assessments is carried out several times a year, guided by the Literacy

Coordinator.

Handwriting

National Curriculum for KS2 September 2014

There are a number of changes to the curriculum. Below are the requirements for handwriting

teaching in Y1-6 in England quoted directly from the document: Statutory guidance National

curriculum in England Sept 2014.

Quotes concerning handwriting taken from the text:

• Pupils who do not learn to read and write fluently and confidently are, in every sense,

disenfranchised (‘Purpose of Study’)

• Writing also depends on fluent, legible and, eventually, speedy handwriting. (Programmes of

study and attainment targets)

Lower Key Stage 2 Years 3-4

Joined handwriting should be the norm; pupils should be able to use it fast enough to keep pace

with what they want to say.

Pupils should be taught to: • use the diagonal and horizontal strokes that are needed to join letters and understand which

letters, when adjacent to one another, are best left unjoined

• increase the legibility, consistency and quality of their handwriting,

Upper Key Stage 2 – Years 5-6

Pupils should be able to write down their ideas quickly.

By the end of year 6, pupils’ reading and writing should be sufficiently fluent and effortless for

them to manage the general demands of the curriculum in year 7

Pupils should be taught to: write legibly, fluently and with increasing speed by:

• choosing which shape of a letter to use when given choices and deciding, as part of their

personal style, whether or not to join specific letters

• choosing the writing implement that is best suited for a task (e.g. quick notes, letters).

See Handwriting policy



Literacy and inclusion

At St Oswald’s we teach Literacy to all children, whatever their ability. It is part of the

school Curriculum policy to provide a broad and balanced education to all children. We

provide learning opportunities that are matched to the needs of children with learning

difficulties and those learning Literacy as an additional language, as well as providing

appropriate, challenging planned work for those children who are more able.

Work in Literacy takes into account the targets set for children.

Contribution of Literacy in other Curriculum areas

The skills that children develop in Literacy are linked to, and applied in, every subject of our

curriculum. The children’s skills in reading, writing, speaking and listening enable them to

communicate and express themselves in all areas of their work at school.

Mathematics

The teaching of Literacy contributes significantly to children’s mathematical understanding, in

a variety of ways. Children at St Oswald’s are encouraged to read and interpret problems, in

order to identify the mathematics involved. They explain and present their work to others

during plenary sessions, and they communicate mathematically through the developing use of

precise mathematical language.

EAL

At St Oswald’s we use the Talking Partners Intervention Programme for EAL children and

children who are reluctant talkers. We work closely with EMTAS in assessing the children.

SEAL(PSHE) Literacy contributes to the teaching of PSHE and citizenship by encouraging children to take

part in class and group discussions on topical issues. Older children also research and debate

topical problems and events. They discuss lifestyle choices, and meet and talk with visitors

who work within the school community. Planned activities within the classroom also

encourage children to work together and to respect each other’s views.

SMSC

The children can offer critical responses to the moral questions they meet in their work.

Their understanding and appreciation of a range of texts brings them into contact with their

own literary heritage and with texts from a diverse range of cultures.

The organisation of our lessons allows children to work together, and gives them the chance to

discuss their ideas and results.

ICT

ICT is used at whole-class, group and independent level and promotes, enhances and supports

the teaching of Literacy Use of a projector and interactive whiteboard enables texts to be read

and shared and permits the writing process to be modelled effectively. A range of software is

used to develop specific grammatical and spelling skills.

A range of equipment such as digital cameras, digital camcorders are used to promote speaking

and listening and also prepare children for writing experiences.



Monitoring

Teachers are formally monitored by the leadership team, through regular learning walks,

as well as one termly observation, in accordance with the school’s observation cycle.

Informal monitoring is carried out by the literacy co-ordinator, who oversees that planning,

teaching and assessment strategies are being carried out consistently, and in accordance with

the school’s expected standards. Lesson demonstrations and paired observation provide support

to raise attainment where needed.

The monitoring of literacy books is carried out by the literacy coordinator on a termly

basis, and books are also monitored by senior management in SMT meetings. Children are also

informally interviewed about their work and lessons in Literacy. Written

feedback is given where necessary to teachers on the quality of work, presentation,

marking and attainment evident in their books. This process allows us to share good

practice.

Role of Subject Leader

The English Subject Leader is responsible for the development and monitoring of the Literacy

curriculum to ensure a coherent literacy strategy for our school. She can help teachers with

their planning and is responsible for developing the school’s policy.

The SL will assist teachers by leading staff meetings, planning and leading INSET activities,

providing consultancy and advice, and by supporting them in the classroom. The SL is

responsible for implementing changes required by the New National curriculum and will attend

training courses in respect of its implementation. The knowledge and skills gained on these

courses will be imparted to colleagues through regular staff meetings and on INSET days. The

SL also ensures that all staff access the relevant CPD.

The Head teacher / Subject Leader will monitor planning, Literacy work, reading records and

assessments. She will also gather the views of children in termly discussions.

Professional development • The English Co-ordinator attends termly training and reports back to all staff

• The local cluster has an English group which meets termly

• Staff are expected to attend relevant courses during the school year

• Moderation takes place in house, within the cluster and with support from LA

• A writing moderation file is held for consultation

Policy Review

This policy was written by the Literacy Subject Leader in consultation with staff.

It is due for review during the summer term of 2016.

Signed …………………………………………….. Chair of Governors

Signed ……………………………………………… Head teacher

st oswald’s english policy - wordpress.com...st oswald’s catholic junior school l.hindley...

Documents