HarrisPrimary School

English

At Harris Primary School our overarching aim for English is to promote high standards of language and literacy by equipping our pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment.

We aim to ensure that all of our pupils:

• read easily, fluently and with good understanding

• develop the habit and love of reading widely and often, for both pleasure and information

• acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language

• appreciate our rich and varied literary and cultural heritage

• write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes, audiences and cultures

• use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas

• are competent and confident in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

 

Language

At Harris Primary we prioritise the acquisition of language. The cultural capital obtained in becoming articulate users of a rich vocabulary is one of the main drivers underpinning our curriculum. Interwoven through all areas of our knowledge-based learning is how we support pupils as they develop confidence and fluency, using a wide range of vocabulary in different contexts. This includes subject-specific language related to school curriculum areas and vocabulary choices that pupils have available to them when they write. Pupils are also taught how to differentiate between shades of meaning and develop an interest and a love of language through their wider reading.

 

Reading

To ensure that there is clear progression when teaching reading, we utilise Lancashire's LAPS (Learning and Progression Steps). The Learning and Progression Steps are designed to scaffold the learning required in order to meet the expectations of the National Curriculum. Statements in the Lancashire Key Learning for Reading document have been broken down into smaller steps to support teachers in planning appropriate learning opportunities. These key pieces of learning will support pupils in becoming effective and reflective independent readers. The Learning and Progression Steps have been derived from the Lancashire Key Learning in Reading statements, identified primarily from the National Curriculum 2014 programmes of study.

 

WRITING

During Key Stage 1, pupils encode the sounds they hear in words (spelling skills), develop the physical skill needed for handwriting, and learn how to organise their ideas in writing. They will be encouraged to develop positive attitudes towards and stamina for writing. During Key Stage 2, pupils develop the understanding that writing is both essential to thinking and learning, and enjoyable in its own right. They start to explore how the English language can be used to express meaning in different ways. They use the planning, drafting and editing process to improve their work and to sustain their fiction and non-fiction writing.  The children will also learn to write consistently with neat, legible and joined handwriting. 

Pupils are shown how to understand the relationships between words, how to understand nuances in meaning, and how to develop their understanding of, and ability to use, figurative language. They are shown how to work out and clarify the meanings of unknown words and words with more than one meaning.

Pupils are taught to control their speaking and writing consciously and to use Standard English. They are taught to use the elements of spelling, grammar, punctuation and ‘language about language’ listed in the National Curriculum 2014. Pupils are taught the vocabulary they need to discuss their reading, writing and spoken language. They will learn the correct grammatical terms in English.

Teaching of writing at Harris focuses on developing pupils’ competence in the two dimensions of transcription and composition. Writing down ideas fluently depends on effective transcription: that is, on 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.

 

SPELLING, GRAMMAR AND VOCABULARY

Pupils are shown how to understand the relationships between words, how to understand nuances in meaning, and how to develop their understanding of, and ability to use, figurative language. They are shown how to work out and clarify the meanings of unknown words and words with more than one meaning.

Pupils are taught to control their speaking and writing consciously and to use Standard English. They are taught to use the elements of spelling, grammar, punctuation and ‘language about language’ listed in the National Curriculum 2014. Pupils are taught the vocabulary they need to discuss their reading, writing and spoken language. They will learn the correct grammatical terms in English. 

Grammar: Grammar is taught as part of the sequence for writing. Grammar knowledge is then applied in their scaffolded and independent writing.  

Spelling: At Harris, spelling is taught in discrete 15 minute sessions (three per week in KS2) outside of the daily English lesson.

USEFUL WEBSITES

Learn and revise with BBC Bitesize for primary pupils: Primary resources, homework help and online games - BBC Bitesize

Throughout the year, teachers continuously apply assessment for learning. This ensures any misconceptions are addressed in the moment. If a pupil fails to grasp a concept, this is identified quickly and early intervention ensures the pupil is ready to move forward with the whole class in the next lesson. All forms of intervention enable a greater proportion of children to be on track to meet year group expectations or in the case of those working significantly below expectations to make better than expected progress. PIVATS are used to support SEND children who progress through smaller steps. As a school we use a variety of assessments to look at progress in phonics, reading comprehension, spelling and reading ages. Teacher judgement is used to assess writing with teaching attending clusters to ensure consistency. Formal assessments take place throughout school, starting with Baseline on entry to Reception. Year 1 children sit the Phonics Screening Check and Year 6 complete their SATS (a Reading SATs assessment and one for Spelling, Punctuation and Grammar).

Harris Primary School
Wynchor, Fulwood, Preston, PR2 7EE