At Barton Moss we aim to promote high standards of language and literacy by equipping our pupils to have a strong command of the spoken and written word and to develop their love of literature through widespread reading for both enjoyment and for information.
Please click on these links to see how English knowledge and skills are taught progressively throughout school.
Aims of English teaching at Barton Moss
The overarching aim for English at Barton Moss is to promote high standards of language and to develop the love of literature to ensure future success and economic well-being.
Through providing access to challenging texts, modelling reading to learn and creating language rich environments, we ensure that all pupils:
- read easily, fluently and with good understanding
- develop the habit of reading widely and daily, for pleasure and information
- acquire a wide and rich vocabulary, an understanding of grammar, and knowledge of linguistic conventions for reading, writing and spoken language
- write clearly, accurately and coherently, adapting their language and style in, and for, a range of contexts, purposes and audiences
- use discussion in order to learn; pupils should be able to elaborate and explain clearly their understanding and ideas
- are competent in speaking and listening, making formal presentations, demonstrating to others and participating in debates
Spoken Language underpins the development of both reading and writing across the wider curriculum. The quality and variety of language that pupils hear and speak are vital for developing their vocabulary and grammar and their understanding for reading and writing. Children are encouraged to develop their confidence and competence in spoken language and listening skills. English is taught from quality texts enabling pupils to develop a capacity to share their understanding, extend vocabulary and to prepare their ideas before they write.
In both English, and through the Mantle of the Expert approach to our broader curriculum, pupils will have the opportunity to participate in drama through rich experiences. They will be taught to adopt roles and respond appropriately to others in role and encouraged to think deeply about issues and dilemmas.
The programme of study for writing allows pupils to build upon and develop their competence in both:
- transcription (spelling and handwriting)
- composition (articulating ideas and structuring them in speech and writing)
Writing fluently depends on being adept at spelling quickly and accurately through knowing the relationship between sounds and letters (phonics) and understanding the morphology (word structure) and orthography (spelling structure) of words. At Barton Moss we begin by teaching a precursive script from Nursery which is linked to our teaching of phonics. This leads to cursive (joined) writing very early in a pupil`s writing journey to enable them to become fluent, legible and speedy writers from Y1.
Effective composition involves forming and communicating ideas, and then organising them clearly for a reader. This requires pupils to be confident in all aspects of the writing journey - to plan, revise and evaluate their own writing. This requires clarity, awareness of the audience, purpose and context and an increasingly wide knowledge of vocabulary and grammar. Pupils will be given a wide variety of writing experiences based on quality texts they have studied, life experiences and importantly in response to their learning from our wider curriculum.
Spelling, vocabulary, grammar and punctuation
We recognise and take every opportunity to enhance pupils` vocabulary from reading, writing, classroom environments and by modelling the use of a sophisticated age appropriate language used in explanations, questions and discussions. As vocabulary increases, teachers demonstrate and show pupils how to develop their understanding of, and ability to use receptive vocabulary (use of words they hear and read) and expressive vocabulary (words they say and write). We recognise at Barton Moss that our reading vocabulary is typically much more complex than the vocabulary we speak. Apart from encouraging all children to read as much as possible, we pay careful attention to the teaching of vocabulary throughout the school by teaching pupils how to work out and clarify the meanings of unknown words and words with more than one meaning.
Grammar and punctuation is progressively taught throughout the school when teaching reading, writing and when speaking. Our curriculum overviews for English outline what will be taught in each year group. Teachers introduce and teach all grammar and punctuation using the correct grammatical terms. Once taught, teachers constantly use these terms to reinforce and consolidate learning. Pupils are encouraged to apply and explore grammar teaching in their own speech and writing and to note where and how it is used by others.
Initially pupils will be taught to spell words through the teaching of phonics. However, as the English language is not wholly phonetic, other strategies and approaches to teaching spelling are integrated into the English programme of study.
Teachers use the online Spelling Shed to teach spelling rules, patterns and make important links with grammar teaching to show how words change their function in a sentence according to the addition of a prefix or suffix. Teachers also introduce pupils to a variety of aids such as dictionaries, word mats and electronic spelling devices.
Pupils access the Spelling Shed lists online and can practice spellings such a common National Curriculum spellings and subject specfic vocabulary words online either in school or at home. Teachers will monitor and support individuals on their spelling journey to ensure progress is made. Pupils will be expected to accurately spell learned and taught spellings in their written work. Where mistakes are made pupils will be required to edit and correct these spellings.
Our curriculum is designed to ensure that pupils establish a solid foundation in the basic skills of reading, writing and numeracy and are given many opportunities to apply these skills in purposeful, memorable contexts