Proud to be part of the QEGSMAT
Learning,
Respect,
Progress

English

Reading Books

At Springfield Junior School a variety of approaches are used in the teaching of reading. Reading skills may be taught on a class, group or individual basis, through guided reading or through intervention support with targeted children. Every child will ideally read at least once per week to the teacher or teaching assistant; priority readers on a more frequent basis.

There is a wide range of reading material in school, including the levelled Oxford Reading Tree Scheme, Ginn 360, Rapid Reads and Project X.

Children are encouraged to choose their own reading books, and have access to other reading materials in the classroom, such as magazines, comics, recipe books and E Books.

All children are members of our school library, which is well-resourced in a variety of fiction and non-fiction texts. Classes are timetabled weekly for their library sessions, where they have free choice of books, which can be shared both in school and at home.

Each child is expected to read at home to an adult at least five times a week and children are encouraged to record this in their reading record. Children participate in a reading challenge that rewards those children that read regularly and demonstrate particular skills.

Parents play an vital role with reading in our school too, often volunteering to hear children read from more than one year group. If you would like to do the same, then please let your child’s class teacher know.

No Nonsense Spelling

What is the No Nonsense Spelling Programme?

The focus of the programme is on the teaching of spelling, which embraces knowledge of spelling conventions – patterns and rules; but integral to the teaching is the opportunity to promote the learning of spellings, including statutory words, common exceptions and personal spellings.

At Springfield Junior School children are given the opportunity to learn spellings through a variety of strategies such as: pyramid writing, quick write, finding words with the same spelling patterns, picture clues and mnemonics (a memorable saying to remember the word. e.g. said = Sally Ann is dancing).

Children are expected to practise using these strategies at home and are tested weekly.  Teachers then expect to see these words used correctly in independent writing.

Extra support is planned for those children with specific individual needs through small group work and/or 1:1.

The Programme

•    delivers a manageable tool for meeting the requirements of the 2014 National Curriculum

•    has a clear progression through blocks of teaching units across the year

•    comprehensively explains how to teach spelling effectively.

How No Nonsense Spelling is organised at Springfield Junior School

The programme consists of the following elements:

•    The requirements of the National Curriculum, which have been organised into strands and then broken down into termly overviews.

•    Termly overviews that have been mapped across weeks as half termly plans. These follow a model of five spelling sessions across two weeks – at Springfield Junior School our sessions are adapted to be taught daily.

Each lesson is approximately 10 to-15 minutes long, but lesson plans are flexible so that the teaching can reflect the extra time needed on a teaching point if required. The Supporting Resources are used to adjust the pace and focus of the lesson. Each lesson clearly signposts when additional resources from the Programme can be used.

Teaching sequence

The programme has been written broadly following a teaching sequence for spelling, whereby each new concept is taught, practised and then applied and assessed. Frequently there is also a ‘Revise’ session before the teaching session. A typical teaching sequence is as follows:

Revise: Activate prior knowledge, revisit previous linked learning

Teach:Introduce the new concept

Practise: Individual/group work, extend/explore the concept independently, investigate

Apply/Assess: Assess through independent application, explain and demonstrate understanding

Example Spelling Sheet

No Nonsense For Parents 2017

Reading Awards

At Springfield Junior School we try to encourage the children to read as much as possible, whether it is a school reading book, comic or their own book from home, instructions for Lego building or a recipe – it all counts.

In order to celebrate this we hold special assemblies each half term to reward the children who have read at home.

Bronze Award: 5 times a week

Silver Award: 6 times a week

Gold Award: 7 times a week

Guided Reading

Guided reading is ‘small-group reading instruction designed to provide differentiated teaching that supports students in developing reading proficiency’.

In Springfield Junior School Guided Reading is organised into daily sessions which consist of a variety of activities.  These range from preparing texts, comprehension tasks and teacher led group work to individual ICT reading programmes and buddy/ paired reading.

Writing

Children are given the opportunity to write in a range of genre and for different audiences. Wherever possible our English lessons are linked to the classes’ current thematic unit. This allows the children to write for a real purpose, engages them in exciting topics and enables them to apply and develop their Literacy skills within other subject areas. Grammar is also taught within these sessions, as warm-up exercises or as discrete areas of learning. We use a variety of approaches including Talk 4 Writing and Alan Peat. Writing is planned and taught so that children follow a consistent process in all year groups:

 

  • Reading and analysing text and genre features
  • Use of an exemplar text to share intended outcome
  • Use of teacher modelling
  • Differentiated scaffolding
  • Independent, targeted guided group writing, shared writing
  • Re-drafting and editing
  • Producing a final draft.

This gives the children the opportunity to:

  • Write in a variety of contexts including in discreet literacy lessons, through the creative curriculum, through topics and cross-curricular writing.
  • Study language through shared texts.
  • Learn compositional skills.

Writing Portfolios are used to present a final draft, assessment piece or end of unit writing. Work is filed on a minimum half-termly basis. As the children move up through the school, the portfolio moves with them, forming an excellent record of progression from year group to year group.

Speaking and Listening

We recognise the importance of speaking and listening. Children across the whole curriculum need to express ideas clearly and to listen and respond to the ideas of others. There will be planned opportunities to support the acquisition of these skills through a variety of approaches including: Talk 4 Writing, Performance Poetry Week, structured group discussion, drama, year group and whole school productions and through an increasing emphasis across the curriculum on children speaking aloud.

Junior Librarian

Junior Librarian.net

English Policy

The study of English develops children’s abilities to listen, speak, read and write for a wide range of purposes; the study of language to learn and communicate ideas, views and feelings. It enables children to express themselves creatively and imaginatively, whilst developing an understanding of how language works by looking at its patterns, structures and origins. Children use their knowledge, skills and understanding in speaking and writing across a range of different situations.

 

We aim to:

  • provide a supportive and stimulating environment where pupils are encouraged to express their ideas and feel confident that their contributions will be valued
  • ensure high standards of teaching through skilled use of modelling, effective assessment for learning and focussed target setting
  • provide opportunities for pupils to apply their skills in other curriculum areas
  • make effective use of ICT as a teaching tool and as a learning medium
  • help pupils become enthusiastic and critical readers
  • enable pupils to develop the skills to choose and adapt what they say in varied contexts and situations
  • develop pupils’ ability to listen with concentration and reflect upon the contributions of others in a variety of groupings and in both formal and informal contexts
  • enable pupils to develop the ability to write clearly and effectively for a range of audiences and purposes using spelling, punctuation and grammar accurately and confidently
  • develop the ability of the child to speak with confidence before a variety of audiences and for a variety of purposes

 

English Curriculum Planning

We use the National Curriculum 2014 as the basis for implementing the statutory requirements of the programme of study for English. We carry out the curriculum planning in English in three phases: long-term, medium-term and short-term.  Where at all possible, English opportunities are planned using cross-curricular links.

 

Speaking and Listening

We recognise the importance of speaking and listening. Children across the whole curriculum need to express ideas clearly and to listen and respond to the ideas of others. There will be planned opportunities to support the acquisition of these skills through a variety of approaches including: Talk 4 Writing, Performance Poetry Week, structured group discussion, drama, year group and whole school productions and through an increasing emphasis across the curriculum on children speaking aloud.

 

Reading

A variety of approaches are used in the teaching of reading. Reading skills may be taught on class, group or individual basis; through guided reading or through intervention support with targeted children. Every child will ideally read at least once per week to the teacher or teaching assistant; priority readers on a more frequent basis.  Parental support is actively encouraged when reading at home.  Children participate in a half-termly reading challenge that rewards those children who read regularly and demonstrate particular skills.

All children are members of our school library, which is well-resourced in a variety of fiction and non-fiction texts.  Classes are timetabled weekly for their library sessions, where they have free choice of books which can be shared both in school and at home.

 

Writing

Children are given the opportunity to write in a range of genre and for different audiences. Wherever possible our English lessons are linked to the classes’ current thematic unit. This allows the children to write for a real purpose, engages them in exciting topics and enables them to apply and develop their Literacy skills within other subject areas. Grammar is also taught within these sessions, as warm-up exercises or as discrete areas of learning.  We use a variety of approaches including Talk 4 Writing and Alan Peat. Writing is planned and taught so that children follow a consistent process in all year groups:

 

  • Reading and analysing text and genre features
  • Use of an exemplar text to share intended outcome
  • Use of teacher modelling
  • Differentiated scaffolding
  • Independent, targeted guided group writing, shared writing
  • Re-drafting and editing
  • Producing a final draft.

 

Spelling

At Springfield Junior School we use the No Nonsense Spelling Scheme.

Throughout the scheme, children are given the opportunity to learn spellings through a variety of strategies such as: pyramid writing, quick write, finding words with the same spelling patterns, picture clues and mnemonics.

Children are expected to practise using these strategies at home and are tested weekly.  Extra support is planned for those children with specific individual needs through small group work and/or 1:1.

Teachers pay close attention to spelling errors in all pieces of work, regardless of curriculum area and support children with their corrections, as set out with the marking and presentation policy.

 

Assessment

Formative assessment (Teacher assessments) forms the basis of our assessment in English. We use summative assessment (tests) to support our formative assessments. Summative assessments will take the form of Rising Stars Optional Papers and SATs.

Formative assessment is made on a daily basis to help us adjust our daily plans. These short-term assessments are closely matched to the new National Curriculum 2014 objectives. We make medium-term assessments to measure progress against the key objectives, and to help us plan the next unit of work. We use Rising Stars and Classroom Monitor as the recording format for this.

 

Monitoring & Evaluation

The English Leader monitors all planning and scrutinises children’s work on a regular basis (see monitoring calendar) to ensure that there is consistency of whole school practices and high expectations for all groups of pupils.

Assessment and pupil progress is reviewed closely by the English Leader and the Assessment Leader regularly.  Those children who require intervention are identified each term and a programme of support or further challenge is put in place.

 

Inclusion and Differentiation   (also see SEND policy)

All children must have regular access to English, appropriate to their stage of development. Challenge for all is integral to our teaching and we aim to encourage all pupils to reach their full potential through the provision of varied opportunities. Work is always differentiated to aid children’s learning. Also, more-able children are given opportunities for further research and more challenging studies. We recognise that our curriculum planning must allow pupils to gain a progressively deeper understanding and competency as they move through our school.

 

Equal Opportunities

Springfield offers a widely differentiated curriculum particularly in core areas such as English. We believe all children have a right to a broad and balanced education in English regardless of race, gender, religion or ability. We aim to enable children for whom English is an additional language to gain access to the curriculum by identifying their needs and planning a suitable programme of support.

 

Review    This policy will be reviewed biennially.

 

G Cormack    May 2015

© 2018 Springfield Junior School Made by CODA Education

Springfield Junior School