All children participate in a structured programme using the objectives as set out in the National curriculum. These objectives are progressive across the key stages and develop all aspects of the English language. Narrative and non-narrative writing is taught in a dynamic and stimulating way and the majority of the units are linked to high quality children's literature and real-life experiences.
Foundation Stage and KS1 pupils are taught to read through a systematic, synthetic phonics programme (Read Write Inc) which is delivered daily
It is our aim at Barton Moss to encourage all our children to become confident and enthusiastic readers; we actively promote a love of reading. We encourage our children to read and to enjoy looking at a variety of fiction and non-fiction books. Book bag books and library books are taken home to share with parents which supports the children's reading progress and love of books. Children in KS2 have daily dedicated reading time for 30 minutes and their comprehension skills are developed through VIPERS (see www.literacyshed.com for more information) They receive regular reading assignments for homework, through focused questions, which are targeted to develop their comprehension skills of inference, retrieval and vocabulary. An appreciation of literature is achieved by ensuring that children are introduced to a wide range of texts.
National School Book Week is celebrated annually in March, where both teachers and children are encouraged to share their favourite books, we also celebrate National Storytelling week and Shakespeare Week which are all used to promote the love of books. Regular Book Fairs are also organised in school.
Nursery – Phase 1 and RWI
- Phase One concentrates on developing children's speaking and listening skills and lays the foundations for the phonic work in the next stage. The emphasis during Phase 1 is to get children attuned to the sounds around them and ready to begin developing oral blending and segmenting skills.
- Phase One is divided into seven aspects. Each aspect contains three strands: Tuning in to sounds (auditory discrimination), Listening and remembering sounds (auditory memory and sequencing) and Talking about sounds (developing vocabulary and language comprehension).
- We start teaching the letter sounds when the children are able to concentrate for more than 10 mins on the carpet.
- We teach the first 10 letter sounds, 1 per day, and keep teaching the same 10 letter sounds until they are secure before moving onto the next 10
Reception - RWI
- Phonics is taught from day 1
- Children are assessed every half term weeks – any gaps are addressed in mini interventions
- Digraphs are introduced ay ee igh ow oo oo ar or air ir ou oy
- Children take home a phonic reading book that matches the phonics they are being taught and are changed twice a week.
- Children get to practise their phonics in the continuous provision and are set regular challenges to apply their phonics
Year 1/2 – RWI and Spelling Shed
- RWI is continued in Year 1 and 2, teaching 1 sound per day
- Children are assessed every half term and are streamed according to abilities
- Gaps are addressed in interventions
- Children take home, phonic books that match the sounds that they are currently focused on
- Phonic challenges are set in the enhanced provision
- In Year 2 spelling patterns are taught
Speaking and Listening
Speaking and Listening skills are equally important and many opportunities are made for children to express themselves effectively and to listen appropriately. We create numerous opportunities for discussion work in a variety of group situations and give opportunities of expression through drama and presentational speaking.
Drama provides an ideal opportunity for children to engage in role-play and to learn about empathy. In EYFS, role-play and drama, help children to develop their vocabulary, confidence, expression and story telling techniques. The children enjoy a wide variety of dramatic activities through the curriculum and school productions.
At Barton Moss, developing the pupils' writing skills is a key focus in all English lessons. Children are required to write for a purpose across a wide variety of genres, which encompass the full range of writing skills from narrative to non-narrative and formal to informal.
Writing is always linked to a quality text. Grammar and punctuation objectives are taught through the writing process, although some units are taught separately. Units of work are carefully planned: to immerse the children in the quality text, to teach them how to analyse, plan and then to write. The relevant composition, grammar and punctuation objectives (set out in the National Curriculum) are incorporated within the unit of work. Evidence of children using and applying these skills are assessed over several pieces of writing. Children are given time to edit and improve their work. This is an important part of children learning to proof read and correct their writing.
Through our drafting, marking, editing and improving cycle for writing, we are continuously assessing the childen's work. Twice a term the children's work is assessed against the year group's essential writing criteria. These objectives are taken from the National Curriculum for writing and broken down for each year group. In assessing the writing, the teacher finds evidence of objectives being used independently. Over several pieces of writing, this enables the class teacher to identify gaps and objectives that need to be further addressed. We continuously assess the children, using Target Tracker, which helps the class teacher to plan effective lessons that address the learning needs of the children.