Our Approach to English

Our Approach to Teaching English at Grove Street Primary School

The English Curriculum is delivered mainly using lesson sequences and resources from Power of Reading and Hamilton Trust. Development Matters is followed at EYFS to ensure continuity and progression from the Early Years through to the National Curriculum and is continued for some learners into Year 1.

 Daily literacy lessons are taught in KS1 and KS2 where children are taught literacy in mixed ability classes.   Differentiation is planned for across the school, and appropriate challenge and support put in place to meet the needs of all learners.  A boy-friendly English curriculum is offered within every class to address the gender gap. Focus Groups of learners in Reading and Writing and Spelling are identified by class teachers for afternoon interventions delivered by teaching assistants.

 Approaches to Speaking and Listening

Opportunities are provided for:

  • Oral rehearsal of writing for developing writers.
  • Use of role-play and stepping into the shoes of a character.
  • Collaborative approaches to tasks, enabled through talk and negotiation.
  • Exploring events and situations through Drama such as freeze-framing and conscience alley.
  • Recitation of published poems or class compositions. 

Approaches to Writing

Opportunities are provided for:

  • Emergent writing in Foundation Stage and Key Stage 1 with a shift towards accurate application of learned spellings by Year 2.
  • Shared Writing – within the literacy lesson and to scaffold the unique characteristics of each genre of writing.
  • Guided Writing/Independent Writing - within the literacy lesson or other areas of learning.
  • Extended writing (using Big Write or other mechanisms at least once a week in Key Stage 1 and may be more frequently in Key Stage 2).
  • Handwriting – taught daily to all pupils using the MSL scheme.
  • Cursive single letter formation should be taught as soon as possible in Reception or Year 1. Joined handwriting should be taught to most learners by the end of Year 2.
  • Children with persistent difficulties in handwriting should be supported with pencil grips and Teoderescu support booklets as appropriate. 
  • By upper Key Stage 2, children who have mastered legible joined handwriting should be allowed to develop their own style.
  • Evaluating own writing and suggesting areas for improvement individually or through editing buddies.
  • Composition of different sentence structures using Alan Peat strategies.

Approaches to Reading

Opportunities are provided for:

  • Shared reading (including Reader’s Theatre from Power of Reading) within literacy lessons and at other times of the day.
  • Guided reading - where tracking of every child’s reading is recorded by the class teacher. This should be offered at least once a week to every child in Reception to Year 2, but may be less frequent in Key Stage 2.
  • Independent reading – daily across Key Stages One and Two.
  • Learning to read, spell and apply punctuation and grammar through EGPS, Phonics or Support for spelling lessons every day.
  • Reading aloud modelled by an adult with challenging titles from Power of Reading or by teacher selection.
  • Use of the Class Book Corner to promote love of reading and support all learning.
  • Appointment of Better Reading Partners for each class
  • Reading buddies.
  • Reading to act out play scripts or recite poetry.