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Coltishall Primary School

English

Our English curriculum aims to encourage our children to learn about people and the way they live and respond to different situations. We want our children to have a greater understanding of the world and its people and to develop British values such as tolerance, kindness and respect.  Through discussion, reading and writing, children can immerse themselves in others' worlds.

 

Our 'Reading Spine' reflect choices made by our teachers who have taken time to choose narrative resources to support and demonstrate our core values, and have selected texts, themes, authors and characters which incorporate equality and diversity.  Each year group also has a wide range of additional suggested texts that they can choose from each year to enhance reading, writing, speaking, listening and drama. 

 

Some examples of text types include the use of novels, film clips, picture books and poetry to inspire writing. Alongside this, our foundation subject linked non-fiction writing outcomes are modelled and researched using a range of subject specific non-fiction texts including books and websites.

 

Classic fiction and poetry have also been allocated to year groups to ensure that there is good coverage of the classics that are appropriate to each age group.

 

We want our children to write with confidence and accuracy for a variety of purposes and audiences and to develop their own style. We want our children to be able to write with grammatical accuracy and to be able to apply spelling patterns correctly and to have a neat handwriting style. We want them to have, to use and to understand a wide vocabulary so that they can communicate in both the spoken and written word with real confidence.

S.E.N.D.

Extra support is given to children who need it, whether these children are able or unable to access whole class teaching. This is tailored to individual needs and may include, during a writing lesson, for example, additional scaffolding/writing frames, and differentiated activities relating to the learning objective. This is planned by the teacher and delivered by the teaching assistant or the teacher. Support given to children is to help them become independent so that they do not become over reliant on adults to help them.  

 

During writing lessons, we also apply support strategies such as small group guided writing with an adult, using talk to support the generation of ideas, using sentence starters and word banks, chunking writing tasks into manageable and achievable steps and using peer modelling and critique to help pupils support each other. 

 

S.E.N.D. in speaking and listening is supported in EYFS by the use of Speech Link and a member of staff trained in Speech and Language support.  We also use Talk Boost across the school to help support pupils with their communication skills. 

 

To support pupils with other reading and writing needs (such as dyslexia or motor development delay), we use blue/yellow overlays, have a stock of dyslexia friendly books in our library, use off-white on our interactive board backgrounds where necessary, provide pencil/pen grips and offer alternative scribing methods such as iPads or laptop computers and voice readers/writers.

English in the Early Years (Early Learning Goals - ELG)
Communication and language

Listening Attention and Understanding ELG

Children at the expected level of development will:
Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions;
Make comments about what they have heard and ask questions to clarify their understanding;
Hold conversation when engaged in back-and-forth exchanges with their teacher and peers

Speaking ELG
Children at the expected level of development will:
Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary;
Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate;
Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.

Handwriting ELGs
Children at the expected level of development will use the following fine motor skills:

Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases;

Use a range of small tools, including scissors, paint brushes and cutlery;

Write recognisable letters, most of which are correctly formed

Begin to show accuracy and care when drawing.

Writing in EYFS

There are daily English sessions in EYFS.  These often include a modelled writing focus, sometimes within the phonics session. The sessions use both fiction and non fiction texts and focus on the children’s interests. Teachers lead these sessions, exploring vocabulary, story structure and illustrations. Children become familiar with a story by hearing it more than once. 

Writing is encouraged in many areas of continuous provision. Children are encouraged to write about their interests and teachers encourage writing for enjoyment. Teachers share stories with actions, create story maps; they elevate and change characters and the plot.

 “ Helicopter Stories'' support their story writing and telling, and children role play stories of their choice.

Every two weeks an adult- lead literacy based activity is delivered. Children take part in activities based on a theme or shared story. Activities may include mark making, labelling a picture, story maps, or writing letters.