The English curriculum
English at Rolls Crescent
Our intent for each of our children is based upon the need for them to enter the world of work as articulate and literate individuals with a strong love of reading and writing. We recognise the responsibility to send children to secondary school having mastered the key skills of speaking and listening, reading and writing. We want our children to be resilient readers and writers with an ambitious curiosity about language and vocabulary.
For our children, competence in reading is the key to independent learning and has a direct effect on progress in all other areas of the curriculum. We want our children to read for pleasure and be ‘readers for meaning’, not just children who can read and in accordance with EEF guidance reports we teach comprehension skills as well as developing language and vocabulary. We will ensure that all children have equal access to the curriculum, regardless of gender, race, religion or ability.
Children with specific reading, speech and language or hearing difficulties will be identified and supported through support programmes in school and external help will be sought when necessary. Reading is inclusive for all pupils regardless of starting point and barriers.
In accordance with the EEF Guidance reports, our writing curriculum is built around ambitious texts and units of work which develop vocabulary, speaking and listening, and writing skills through a mastery approach. We engage the children in effective writing through consideration of purpose and audience and teach our children to select and use different strategies with increasing levels of independence. We plan and teach writing as a process of planning, drafting, revising and editing - after evaluation of their own or a peer’s work. Children learn the features and conventions of different genres, and this is supported by the selected texts, wider reading and the application of writing skills in other curriculum areas.
Phonics and Spelling
We have adopted the ‘Letters and Sounds’ phonics. We have chosen to teach letters and sounds to ensure a progressive systematic approach.
From Year 2 upwards, children are taught spellings from the national curriculum. As an inclusive school we also value the teaching of other reading, writing and spelling strategies to suit differing learning styles.
Children are given opportunities to develop their confidence with spoken language directed to a variety of audiences through a range of activities across the curriculum including drama, assemblies, P4C, performance poetry and different types of class discussion.