We aim to develop pupils’ abilities within an integrated programme of Speaking & Listening, Reading & Writing and Phonics. Pupils will be given opportunities to interrelate the requirements of English within a broad and balanced approach to the teaching of English across the curriculum, with opportunities to consolidate and reinforce taught literacy skills. Through our teaching and using vocabulary rich, high quality texts we aim to promote our children’s self confidence and self-expression .We aim to promote knowledge and understanding of the students’ standards of achievement and assessment in speaking and listening, writing and reading and phonics, and the identification of any areas of strength and weakness.
At St Stephen’s C.E. School we strive for children to be a ‘Primary Literate Pupil’
Where they should be able to:
At Key Stage One (Years 1 and 2), children should learn to speak confidently and listen to what others have to say. They should begin to read and write independently and with enthusiasm. They should use language to explore their own experiences and imaginary worlds.
At Key Stage Two (Years 3-6), children should learn to change the way they speak and write to suit different situations, purposes and audiences. They should read a range of high quality texts and respond to different layers of meaning in them. They should explore the use of language in literary and non-literary texts and learn how the structure of language works.
The English Curriculum is delivered using the Lancashire Literacy Planning Units in line with the National Curriculum guidance. The Early learning Goals are followed to ensure continuity and progression from the Foundation Stage through to the National Curriculum. Pupil are taught against age related expectations with gaps in understanding identified and targeted for additional support or intervention.
Work is differentiated through a variety of approaches- additional support, levels of work, resources and outcome. Where children are working well below age related expectations or have identified language needs, work will be differentiated to meet individual needs.
Long term curriculum maps will lay out a yearly overview to ensure coverage of fiction, non-fiction and poetry using high quality text with rich vocabulary at their core.
Medium term plans will include Key learning indicators (KLIPs).
A planning format is provided for staff to use for more detailed weekly planning.