The teaching and learning of English in Nursery and Reception is from the Early Years Foundation Stage Curriculum document where children will be working towards the Early Learning Goals for the prime area of Communication and Language and the specific area of Literacy, which includes reading and writing. In Key Stage 1 children will be working from the new English National Curriculum document where they are working towards the designated end of year expectations.
An aspect of English is taught in all classes across the school every day. We aim to help our children acquire a mastery of language, both oral and written, so that they can communicate confidently, understand easily and read fluently. These skills enable children to learn and succeed in all areas of the curriculum and throughout life. Assessment in English is continuous to inform planning and identify strengths and weaknesses; children’s needs are met through differentiation.
EYFS English Programme of Studies
Year 1 English Programme of Studies
Year 2 English Programme of Studies
Spoken Language: Children’s ability to speak and to listen is fundamental to their language development, learning in school, and to social development. Direct teaching of the skills involved is important. At Herne Bay Infant School, children have Spoken Language opportunities daily. This might include role playing, talking partners, circle time activities and Philosophy for Children.
Writing: Pupils need to learn to write independently. It provides children with the tools to express themselves in a way other than speaking. Writing is essential for future learning and life. It is vital that we provide children with the foundations to become proficient writers. At Herne Bay Infant School we encourage children’s early mark making; pupil’s writing skills are developed through fine motor skill activities; the teaching of letter formation, handwriting, spelling, grammar and punctuation and a rich language based environment including exciting first hand experiences and visits and story times to develop story language. We achieve this through activities such as composing captions to match drawings and experiences; writing stories; letter writing; writing recounts and other forms of information writing. Children are taught to recognise the value of checking work and to respond to suggestions that will improve their writing. Within the taught English session, the children observe the writing process being modelled by the teacher. Children take part in writing activities during shared and guided writing sessions and through independent writing activities.
Talk for Writing: Talk for Writing is an approach to teaching writing that focuses on the link between reading and writing. Talk for Writing allows for daily writing practice and the development of core skills. It is an approach to writing that allows children to learn texts by heart, so they can discuss them in detail, adapt stories to create their own version and create original stories of their own
Spelling: Children are encouraged to learn new spellings as part of their daily RWI (phonics) lessons. They are exposed to new spellings in class as part of their everyday learning and will practise and rehearse these over the week both orally and in writing to ensure understanding and definition. Spellings also include words identified through the marking of children’s written work where common errors are found.
In Reception common words are sent home at the start of Term 2. Children are tested on how to read and to write these words in Term 2, 4 and 6.
In KS1 Spelling lists are sent home on a Monday. Lists highlight a ‘spelling rule’ specific to each year group.
Year 1 children will have the first 100 common words sent home at the beginning of each new term. Year 2 children will have the first 100 sent home in Term 1 before moving on to the first 200 common words. Children are tested on how to read and to write these words in Term 1,3 and 5.
Spelling tests happen termly and will include words learnt over the past term; spelling rules, common words and additional curriculum-based vocabulary.