CURRICULUM INTENT

Curriculum Intent

Our curriculum sets out: the significant and key knowledge that children should know and remember as well as the skills that the children will develop and build on; the key concepts that children will return to in different contexts and year groups; the prior learning that the children can build on; the vocabulary that will be introduced as well as the sequencing and progression of the units to be taught.

The importance of English in our school:

When our children leave Goodrich we expect them to be avid readers, children who read fluently and widely and are able to express preferences and opinions about the texts that they read. We want them to read for pleasure, having had access to a wide range of text types, genres and authors in order for them to make informed opinions about their favourites. We want to produce children who write with confidence and accuracy for a variety of purposes and audiences whilst developing their own individual flair. We want our children to be able to write with grammatical accuracy and be able to apply spelling patterns correctly using a neat handwriting style. We aim to expose our children to a wide range of vocabulary so that they able to decipher new words and then use them when speaking both informally and formally. We also aim for our children to apply all of these English skills to all areas of the curriculum. To open a world of possibilities, in order that they can flourish.

What English looks like in our school:

Opportunities to develop a child’s imagination and inventiveness whilst forming the basis of a lifelong enjoyment of writing. Inspiring children to value our rich and varied literary heritage - walking through doors to the past, present and future - and linking writing closely to storytelling and the habitual enjoyment of reading. A nurtured culture where children take pride in their writing can write clearly and accurately and adapt their language and style for a range of contexts. We endeavour to teach children to write with confidence, orchestrating a range of independent strategies to self-monitor and correct. A curriculum designed to allow children to take an interest in words and their meanings – developing a growing vocabulary in spoken and written forms in order to communicate opinions and ideas, and further their learning in all curricula areas. Children form a secure knowledgebase in all aspects of English, which follows a clear pathway of progression (following the aims of the 2014 National Curriculum) as they advance through the primary curriculum.

CURRICULUM INTENT

This is our philosophy:

Children learning to be effective communicators through not only the written word but also orally and across a range of media formats. Children immersed in the written word through exposure to quality texts and adventurous vocabulary. Children inspired to write through resources, experience and the adults they engage with. Children developing an awareness of audience and realising that their vocabulary choices have impact.

This is the knowledge and understanding gained at each stage.

By the end of EYFS children will:

• Increase their phonic knowledge to write words in ways which match their spoken sounds.
• They also write some irregular common words.
• They write simple sentences which can be read by themselves and others.
• Some words are spelt correctly and others are phonetically plausible.

By the end of Key Stage 1 children will:

• Apply the phonics knowledge to correctly spell including common exception words and contracted forms.
• Write from memory simple sentences dictated by the teacher.
• Correctly form and space their letters and key punctuation.
• Develop positive attitudes towards and stamina for writing.

By the end of KS2 children will:

• Spell with greater confidence and able to use a dictionary should it be needed along with knowing a greater range of punctuation and grammar techniques.
• Be effective written communicators – having a greater awareness of purpose, atmosphere and audience when they write.
• Know a wider range of authors and genre.
• Know that to give and receive constructive and supportive feedback is important.
• Enjoy writing and see it as a form of expression.

CURRICULUM IMPLEMENTATION

Curriculum Implementation

• National Curriculum Compliance document – to demonstrate that statutory requirements are met.
• English Progression document – skills and knowledge to be taught in each building block by milestone or class.
• English Non-negotiables – overview of expectation for the different strands within English.
• Vocabulary document – words required to be taught for each year group.

Our curriculum is ambitious for all children, regardless of their starting point. We aim for our classrooms to be places of ‘high demand – low threat’. We provide support through modelling, paired talk, scaffolding and worked examples rather than highly differentiated activities or sheets. We aim to offer all children the opportunity for stretch and extension, through offering challenging tasks that build on the core learning.

Opportunities to use high quality texts are identified in all curriculum areas. Reading is not only an important skill in its own right but can expose children to new vocabulary as well as provide a richer understanding of a topic which can underpin their new knowledge.

New vocabulary is prioritised frequently and is recorded on our working walls and magpie books in order to support children to become familiar with it and use it in their own work and talk.

We support children to know more and remember more through offering frequent opportunities for retrieval practice.

This is how it works:

Writing is assessed consistently throughout the year through hot and cold tasks to begin and end each unit of writing. Teachers use this to assess the areas that their children will need to be specifically taught, even if this means tracking back to objectives from previous years, in grammar and text type. There may be a ‘hook’ to start the unit. Each lesson is planned, and the needs of each child taken into account so that resources (including support) can be prepared/implemented. Texts are chosen/created to set high expectations and to mirror the grammatical features planned in for the unit. Children are taught using the TALK for WRITING approach aimed at oral re-telling of a text - committing the vocabulary to memory. Teachers plan their genre and complete the imitation, innovation and invention processes. There is a need for clear and purposeful modelling by staff where they demonstrate expectations, word choices and thought processes. Teaching/LA staff may update support materials e.g. working walls, word banks, writing toolkits whilst the modelling takes place. Washing lines and working walls reflect the current learning and act as a resource bank for children to interact with should they wish to.

This is what the adults do:

Plan exciting progressive lessons which build on prior knowledge, sometimes linking to other areas of the curriculum. Choose texts that will engage children and prompt discussion. Celebrate writing in class – knowing that each child’s success criteria will be specific to them. Teachers use assessment to identify the areas that their children will need to be specifically taught, even if this means tracking back to objectives from previous years, in grammar and text type. Interventions on specific areas of weakness will be carried out by the class teacher or teaching assistant. Teachers will moderate across year groups and partner schools Create a supportive, learning environment that engages children’s interest in the topic being studied e.g. working wall, visual prompts, vocabulary choices, targets regular book scrutiny, pupil perceptions and planning audits. Whole school professional development.

This is how we support the children:

Work might be differentiated/adapted so that all children are able to meet the learning objective. Alternative targets or smaller steps may be given. Visual aids, word banks or prompts may be used to give children confidence to make choices in their writing. Small group/1:1 adult support given where required – allowing for a change in pace or a specific focus. Set high standards and maintain expectations Opportunities to record ideas using a range of alternative media. We use teacher and self-assessment to quickly identify any child who requires additional support in specific areas. These children will then receive additional support or resources to use. Some children may receive individual quick catch up if they have not achieved the lesson objective that day.

This how we support staff:

• Identification of CPD needed.
• Curriculum Groups – share information, updates and expertise throughout the school.
• Use of staff meetings.
• Small sessions and immediate support as and when required.
• Use of D+D to overcome any technical issues and identify more effective software/school processes.

This is how we challenge children:

Lessons will be differentiated/adapted where appropriate.
Small group work with alternative/extended discussion points. Opportunity to further innovate texts.

This is how we ensure all children can access the curriculum:

Children are identified and discussed at Pupil Progress Meetings if concerns are present. Children who have SEN or EAL needs are taught key vocabulary prior to/at the start of the topic. Seating children alongside good role models to support one another. By providing visual/practical prompts. Teaching lessons using a range of different techniques. More frequent repetition and revisiting to help make it stick.

What is Cultural Capital?

The National Curriculum defines cultural capital as: ‘the essential knowledge that children need to be educated citizens, introducing them to the best that has been thought and said and helping to engender an appreciation of human creativity and achievement’. This powerful knowledge can be split into two categories: powerful subject knowledge and powerful personal knowledge.

Powerful Subject Knowledge in English

The statutory English Curriculum of 2014; the knowledge of a range of authors, their work and their importance to literature through history, including modern day; the spelling of everyday and more complex words incorporating prefixes and suffixes and invitation of visitors to support the teaching of the curriculum.

Powerful Personal Knowledge in English

Writing in a range of genre, seeing the impact writing has on its audience; a depth of vocabulary and when to apply it in different contexts; developing social skills through written communication (links to PSHE and Computing/Internet Safety); using writing to communicate ideas in other curricular areas - trips to various locations and reflecting on their experiences; invitation of visitors into school as inspiration for writing as a career; use writing to communicate with people in the community to gather information about local/national/global issues; enjoyment of word games as part of wellbeing and use of national days e.g. remembrance, to develop knowledge and empathy.

CURRICULUM IMPACT

Curriculum Impact

The impact of children’s progress and their ability to know more and remember more will be visible through a range of methods. These may include end of unit assessments or quizzes, hot and cold tasks, spoken responses, progress over time in children’ books, extended writing or even an end of unit project.

This is what you might typically see:

Engaged learners who are proud of the writing they produce. Children reciting a learnt text with actions to aid memory/recall. Children keen to include new vocabulary/grammatical techniques within their writing. Children keen to read out their written pieces to an audience. A learning environment where it is accepted that using resources and toolkits is what good writers do. Children talking, sharing and reflecting upon their learning.

This is how we know how well our children are doing:

Lessons are planned with children prior knowledge/assessed level known. Marking and feedback by teacher and peers. Displays of work in classes. At the end of each term, skills are highlighted according to whether a child has demonstrated that they are working towards, working at expected or working at greater depths on our data spreadsheets. All data is used by teachers and leaders to inform next steps for each child. It is also part of ongoing monitoring that informs leaders of the priorities in English for teaching and learning.

This is the impact of the teaching:

Children who enjoy communicating through the spoken or written word. Inquisitive and reflective learners. Children who can see the purpose of grammatical features. Children who can see how vocabulary choices can change the overall impact or inferred meaning of a piece of writing. Children who are able to create imagery in the mind of a reader. Children who are able to affect their reader emotionally. Children who can transfer their skills into foundation subjects. Cohorts of children leaving their primary school phase with standards never less than the national average.

CURRICULUM INTENT

Curriculum Intent

The importance of English in our school:

When our children leave Goodrich, we expect them to be avid readers, children who read fluently and widely and are able to express preferences and opinions about the texts that they read. We want them to read for pleasure, having had access to a wide range of text types, genres and authors in order for them to make informed opinions about their favourites. We aim to expose our children to a wide range of vocabulary so that they able to decipher new words and then use them when speaking both informally and formally. We also aim for our children to apply all of these skills to all areas of the curriculum. To open a world of possibilities, in order that they can flourish.

What reading looks like in our school:

• Reading fluency, retrieval, inference, and questioning based on a text and a range of stimuli, including Cracking Comprehension.
• Daily Systematic Synthetic Phonic sessions in EYFS and Key Stage One, which follows Little Wandle Letters and Sounds Revised. Keep-up is used to support children not keeping up in Reception, Year 1 and 2. From Year 2+ Rapid Catch-up is used.  
• Daily Class story.
• Children reading to an adult.
• Independent reading.

This is our philosophy:

Access to high quality texts with opportunities for high quality modeling and scaffolding reading skills leading to fluent readers who can comprehend. This process will help the children to become happy, confident readers who can transfer these skills into their reading and writing.

This is the knowledge and understanding gained at each stage:

By the end of Key Stage 1 children will:

• apply phonic knowledge and skills as the route to decode words, respond speedily (95% fluency) with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes.
• read accurately by blending sounds in unfamiliar words containing GPCs that have been taught.
• read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings.
• read other words of more than one syllable that contain taught GPCs.
• read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s)
• read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words.
• re-read these books to build up their fluency and confidence in word reading.

Reading comprehension

• develop pleasure in reading, motivation to read, vocabulary and understanding.
• understand both the books they can already read accurately and fluently and those they

    listen to.

• participate in discussion about books, poems and other works that are read to them and

    those that they can read for themselves, taking turns, and listening to others say.

• explain and discuss their understanding of books, poems and other material, both those that

they listen to and those that they read for themselves.

CURRICULUM INTENT

By the end of Lower Key Stage 2 children will:

Word reading:

• apply their growing knowledge of root words, prefixes, and suffixes (etymology and

    morphology) both to read aloud and to understand the meaning of new words, they meet.

• read further exception words, noting the unusual correspondences between spelling and

    sound, and where these occur in the word.

Reading comprehension:

• develop positive attitudes to reading and understanding of what they read.

• understand what they read; in books they can read independently.
• retrieve and record information from non-fiction.
• participate in discussion about both books that are read to them and those they can read for themselves, taking turns, and listening to what others say.

By the end of Key Stage 2 children will:

Word reading:

• apply their growing knowledge of root words, prefixes and suffixes (morphology and

    etymology) as listed in English Appendix 1.

• both to read aloud and to understand the meaning of new words that they meet.

Reading comprehension:

• maintain positive attitudes to reading and understanding of what they read.
• understand what they read.

• discuss and evaluate how authors use language, including figurative language, considering the

    impact on the reader.

• distinguish between statement of fact and opinion.
• retrieve, record and present information from non-fiction.
• participate in discussions about books that are read to them and those they can read for

    themselves, building on their own and others’ ideas and challenging view courteously.

• explain and discuss their understanding of what they have read, including formal.

• presentations and debates, maintain a focus on the topic and using notes where necessary.
• provide reasoned justification for their views.

CURRICULUM IMPLEMENTATION

Curriculum Implementation

• National Curriculum Compliance document – to demonstrate that statutory requirements are met.

• English Progression document – skills and knowledge to be taught in each building block by milestone or class.
• English Non-negotiables – overview of expectation for the different strands within English.
• Vocabulary document – words required to be taught for each year group.

Our curriculum is ambitious for all children, regardless of their starting point. We aim for our classrooms to be places of ‘high demand – low threat’. We provide support through modelling, paired talk, scaffolding and worked examples rather than highly differentiated activities or sheets. We aim to offer all children the opportunity for stretch and extension, through offering challenging tasks that build on the core learning.

Opportunities to use high quality texts are identified in all curriculum areas. Reading is not only an important skill in its own right but can expose children to new vocabulary as well as provide a richer understanding of a topic which can underpin their new knowledge.

New vocabulary is prioritised frequently and is recorded on our working walls and magpie books in order to support children to become familiar with it and use it in their own work and talk.

We support children to know more and remember more through offering frequent opportunities for retrieval practice.

This is how it works:

• each year group has a list of high-quality texts to encourage the children to read for pleasure.
• in EYFS phonics is structured throughout the year, which is built on week-by-week, term-by-term.
• in KS1 phonics is structured throughout the year, which is built on week-by-week, term-by-term and are based upon end of KS expectation.
• opportunities to revisit certain sets are set out over the year and this is a reactive process.
• KS1 and KS2 have reading sessions with texts based upon end of Key Stage expectation.  
• by the time children leave Year 6, they will have covered a wide genre of texts and styles which will foster their love for reading.
•   links with other areas of the curriculum are made, which involve texts and vocabulary to provide more meaningful learning.
•   raising the love of reading through various means. For example: class reading, class discussions, book sharing with adults to children, children to adults, children to children, book reviews, competitions, author interactions, engagement with parents, children reading at home initiatives.

This is what the adults do:

• learning walks/monitoring to ensure that reading is being taught.
• support, encourage and foster a love of reading.
• adults hear children read.
•  adults record reading in child’s reading record book.
•  inform/guide parents on how to support their child’s reading at home.
• members of staff read a class story on a daily basis (a record is kept of books read).
• research new innovative techniques/programmes to support the teaching of reading.
• network with other schools and reading/literacy coordinators.

This how we support the children:

• use of coloured overlays/paper for preferences.
• For children identified to require intervention in addition to main class teaching:

• children are assessed on entry point.
• clear targets are highlighted and prioritized.
• small group/1:1 adult support is then put in place.
• we use teacher and self-assessment to quickly identify any child who requires additional support

in specific areas. Then they receive pre-teaching or immediate intervention to ensure they have sufficient skills in place to access the next teaching.

This how we support staff:

• Identification of CPD needed.
• Curriculum Groups – share information, updates and expertise throughout the school.
• Use of staff meetings.
• Small sessions and immediate support as and when required.
• Use of D+D to overcome any technical issues and identify more effective software/school processes.

This is how we challenge children:

Lessons will be differentiated/adapted where appropriate.
Small group work with alternative/extended discussion points. Opportunity to further innovate texts.

This is how we ensure all children can access the curriculum:

Children are identified and discussed at Pupil Progress Meetings if concerns are present. Children who have SEN or EAL needs are taught key vocabulary prior to/at the start of the topic. Seating children alongside good role models to support one another. By providing visual/practical prompts. Teaching lessons using a range of different techniques. More frequent repetition and revisiting to help make it stick

What is Cultural Capital?

 The National Curriculum defines cultural capital as: ‘the essential knowledge that children need to be educated citizens, introducing them to the best that has been thought and said and helping to engender an appreciation of human creativity and achievement’. This powerful knowledge can be split into two categories: powerful subject knowledge and powerful personal knowledge.

Powerful Subject Knowledge in English:

The statutory English curriculum of 2014 - The knowledge of a range of authors, their work, and their importance to literature through history, including modern day. The spelling of everyday and more complex words incorporating prefixes and suffixes. Invite of visitors to support the teaching of the curriculum.

Powerful Personal Knowledge in English:

Writing in a range of genre, seeing the impact writing has on its audience. A depth of vocabulary and when to apply it in different contexts. Developing social skills through written communication (links to PSHE and Computing/Internet Safety). Using writing to communicate ideas in other curricular areas.  Trips to various locations and reflecting on their experiences. Invite of visitors into school as inspiration for a literature related career. Use reading to understand and gather information about local/national/global issues. Enjoyment of reading as part of wellbeing. Use national days e.g. World Book Day to appreciate and encourage a love of reading.

CURRICULUM IMPACT

Curriculum Impact

This is what you might typically see:

• happy and engaged learners.
• open ended questioning.
• different representations of texts.
• paired/group/1:1 work.
• a range of different activities.
• self-motivated learning.
• TIPTOP learning.
• children talking positively about reading, sharing, and reflecting on their learning and how it can relate to real situations.

This is how we know how well our children are doing:

• analysis of data – per term.
• analysis of assessments/test results.
• pupil progress meeting.
• marking/feedback.
• targeted use of TAs.
• discussion with TAs.

This is the impact of the teaching:

• confident children who can talk about what they have read.

• children who are enjoying their learning in reading sessions.
• depth of understanding/application in different reading skills.
• children ready for the next step in their education.

Autumn

WC 20.11.23 10 WK Spelling Test

WC 27.11.23 Spelling Data to LT

Spring

WC 11.03.24 10 WK Spelling Test

WC 18.03.24 Spelling Data to LT

Summer

WC 24.06.24 10 WK Spelling Test

WC 01.07.24 Spelling Data to LT

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Wrens

Rec

Baseline

60 day summary of learning

120 day summary of learning

180 day summary of learning

EYFS Profile

Yr1

Sum

60 day summary of learning

10 wk. spelling test

Mock Phonics screening Jan

120 day summary of learning

10 wk. spelling test

Yr 2 SATs

180 day summary of learning

Yr 2 SATs results

Phonics screening June

10 wk. spelling test

Robins

Woodpeckers

Sum

SPAG cold/hot

60 day summary of learning

SPAG cold/hot

10 wk. spelling test

SPAG cold/hot

10 wk. spelling test

120 day summary of learning

SPAG cold/hot

10 wk. spelling test

SPAG cold/hot

10 wk. spelling test

180 day summary of learning

SPAG cold/hot

10 wk. spelling test

Multiplication Check

Owls

Sum

SPAG cold/hot

60 day summary of learning

SPAG cold/hot

10 wk. spelling test

SPAG cold/hot

10 wk. spelling test

120 day summary of learning

SPAG cold/hot

10 wk. spelling test

SPAG cold/hot

10 wk. spelling test

180 day summary of learning

SPAG cold/hot

10 wk. spelling test

Multiplication Check

Peregrines

Sum

SPAG cold/hot

60 day summary of learning

SPAG cold/hot

10 wk. spelling test

SPAG cold/hot

10 wk. spelling test

120 day summary of learning

SPAG cold/hot

10 wk. spelling test

SPAG cold/hot

10 wk. spelling test

Yr 6 SATS

180 day summary of learning

Yr 6 SATs Results

SPAG cold/hot

ENGLISH TERMINOLOGY

Wrens 

Year 1

letter, capital letter, word, singular, plural, sentence, punctuation, full stop,

question mark, exclamation mark

Robins

Year 1 and 2

finger spaces, letter, word, sentence (statement, exclamation ,question, command), coordination and subordination clause, full stop, capital letter, punctuation, question mark exclamation mark, singular, plural, noun – noun phrase, pronoun, possessive pronoun, adjective, verb, adverb, connective, determiners, past tense, present tense, commas, apostrophe, suffix, prefix

Woodpeckers Year 3 and 4

sentence (statement, exclamation ,question, command), coordination and subordination clause, full stop, capital letter, punctuation, question mark exclamation mark, singular, plural, noun – noun phrase, pronoun, possessive pronoun, adjective, verb, adverb, adverbial, connective, conjunctions, determiners, past tense, present tense, past perfect, present perfect, commas, apostrophe, suffix, prefix, prepositions, direct speech,

inverted commas, consonant/vowel

Owls

Year 4 and 5

sentence (statement, exclamation ,question, command), coordination and subordination clause, full stop, capital letter, punctuation, question mark exclamation mark, singular, plural, noun – noun phrase, pronoun, possessive pronoun, adjective, verb, adverb, adverbial, connective, conjunctions, determiners, past tense, present tense, past perfect, present perfect, commas, apostrophe, suffix, prefix, prepositions, direct speech,

inverted commas, consonant/vowel

Y5 - modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity

Peregrines Year 5 and 6

sentence (statement, exclamation ,question, command), coordination and subordination clause, punctuation, singular, plural, noun – noun phrase, pronoun, possessive pronoun, adjective, verb, adverb, adverbial, connective, conjunctions, determiners, past tense, present tense, past progressive, present progressive, past perfect, present perfect, commas, apostrophe, suffix, prefix, prepositions, direct speech, inverted commas, consonant/vowel

Y5 - modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity

Y6 – subject, object, active, passive, synonym/antonym, ellipsis, hyphen, colon, semi colon, bullet points