English

English is about enjoying the rich variety of language in all its forms . We seek to develop the ability to communicate effectively using the written and spoken word. We encourage reading, for pleasure as well as for information, and hope the children will make full use of our Library, read regularly at home, and grow to love books.

 

KS2 Units - Year 5 & Year 6 | KS3 Units - Year 7 & Year 8
The Library | English Policy | Finding Voices

KS2 - Year 5

Autumn Spring Summer
Non-Fiction Unit 1
Instructions		 Non-Fiction Unit 2
Information writing/recount		 Narrative Unit 5
Film Narrative
Narrative Unit 1
Novels & Stories by Children's authors 		Poetry Unit 2
Classic Narrative 'The Listeners' 		Non-Fiction 3
Persuasive
Non-Fiction Unit 2
Recount/news report 		Non-Fiction Unit 3
Persuasive - Letters 		Poetry Unit 3
Choral & Performance
Poetry Unit 1
Poetic Style 		Narrative Unit 4
Older Literature 		Narrative Unit 3
Stories from other Cultures
Narrative Unit 2
Traditional stories & Fables 		Narrative Unit 6
Dramatic Conventions 		Persuasion Transistion Unit

KS2 - Year 6

Autumn Spring Summer
Non-Fiction Unit 1
Biography & Autobiography 		Poetry Unit 1
The Power of Imagery 		Revision Unit 3
Reading Poetry
Narrative Unit 1
Fiction Genres 		Non-Fiction Unit 3
Argument		 Poetry Unit 2
Finding a Voice
Non-Fiction Unit 2
Journalistic		 Narrative Unit 3
Authors & Texts 		Non-Fiction Unit 4
Formal & Impersonal
Narrative Unit 2
Extending Narrative 		Revision Unit 1
Reading, Writing Narrative & Plays 		Narrative Unit 4
Short Stories with Flashbacks
  Revision Unit 2
Reading & Writing Non-Fiction 		Transition Unit
KS2 to KS3

KS3 - Year 7

Autumn Spring Summer
Response to Reading - 'My Father is a Polar Bear'
Personal spelling strategies 		Information writing - Report and recount Optional Year 7 test (May)
'Write Now' Non-Fiction reading & writing
Inform, explain & describe 		Imagine, Explore & Entertain
Story telling & narrative plot development
Class novel 		The Changing English Language
Poetry Study Offering a balanced argument An Introduction to Shakespeare

KS3 - Year 8

Autumn Spring Summer
Stories with a Twist
Science Fiction as a genre 		Practice KS3 SAT January KS3 SAT (May)
Persuasive Writing Crafting Writing Poetry Study
Shakespeare study 'The Tempest' SATs preparation An Introduction to Media Study
Transition project for beginning GCSE Media Studies in Yr 9 & 10

 

English Policy

We believe that:

Language is crucial to the development of thought and is central to learning.

Through language, learners explore their world and their views of it. Talking and listening, reading and writing are therefore not only inseparable from each other but also from all learning experiences.

The four language modes (speaking, listening, reading and writing) are interdependent, mutually supportive and of equal importance.

As pupils move through our school, there should be opportunities for them to encounter a variety of experiences which enable them to flourish as competent and confident language users.

‘Language is of fundamental importance in enabling people to understand and to make sense of their own experiences and feelings.  It is also the major means by which social relationships evolve.  Therefore language in school is only part of the picture; the language of home and community is also part of the student’s language environment.

Within education, language is both the main instrument of learning and the means by which student understanding is assessed across the curriculum.  At the same time it is a subject worthy of study in its own right’

Dorset Curriculum Policy

CURRICULUM GUIDELINES

All teaching is planned to cover the Programmes of Study for Key Stages 2 and 3 of the National Curriculum as well as the objectives recommended in the KS2 Literacy Strategy and the ‘slimmed down’ two year KS3 NLS Framework.

Refer especially to the NLS files:
-    Section 1 – NLS Framework KS 2
-    ‘Covering the National Curriculum’
     ‘Approaches to Teaching and Learning’ KS 3

 
Unlike some subjects, English does not have a clearly defined hierarchy of skills. Teaching objectives will be taught, reinforced and revisited many times during a student’s school career.  Proficiency in one area of language does not necessarily determine a pupil’s competence in another.  For this reason, and bearing in mind the great diversity of pupils’ abilities and rates of progress, no attempt has been made to tie particular competencies to a particular age.  However, the NLS objectives do ‘provide a framework for progression’.  In their planning, teachers should be aware that some pupils may be working towards objectives which are above or below their chronological age. Teaching should be matched to the needs of individuals, groups and classes. ¹
(¹  See aims to each AT in the Appendix)

There are long and medium term plans in place for all Year Groups.  It is the responsibility of class teachers to adapt these to suit the particular needs of particular classes.

See current Development Plan for particular yearly focus.

 

ORGANISATION AND PROCEDURE

In all years, classes are taught in mixed ability tutor groups, with support from Teaching Assistants.  Differentiation is mainly approached through different teaching and learning styles including guided group work, differentiated texts, differentiated tasks and open ended tasks.

 

KS2

In Years 5 & 6, English and Literacy is taught mainly by the class teacher.  In each Year Group, there is a daily English lesson, which includes a weekly timetabled library session.   Much of the curriculum is led by the text, sentence ² and word level objectives from the National Literacy Strategy.³   However, teachers are encouraged to make links across the curriculum with other subjects and to reinforce the teaching of aspects of literacy through those subjects.  Opportunities for Speaking and Listening, drama, reading and writing are generated through other areas of the curriculum.

In Year 6, some lessons, especially those in the second half of the Spring term/first half of the Summer term, are spent in preparation for the end of KS2 SATS.

 

All pupils in Y5 are expected to complete a commercially produced Reading Record. 
In Y6, pupils have a reading log which should be completed at least once a week.  The reading tasks may be teacher generated or be the pupil’s own reflections.  A sheet with guidelines, ideas and suggestions should be attached to the front cover of the book.

 

At least two x 10/15 minute quiet reading sessions are recommended per week where possible.  This time is also an opportunity for the teacher or TA to work with groups of children in a guided reading session 4  These sessions may take place outside the timetabled literacy hour.

 

Spelling is taught using the Word Level Objectives from the NLS 5 and from topic lists.  Specific teaching of rules and spelling strategies will be necessary depending on the ability of the pupils.  Teachers may also guide pupils to compile their own ‘hit list’ of spellings to learn.  These will arise from frequently misspelled words and errors made in subjects across the curriculum.

 

Written work is completed in English books, blue for drafting and note taking, yellow for ‘best pieces’ and homework.  Loose pieces are kept in a blue wallet folder – the English/Literacy portfolio.  (See separate sheet)

 

Handwriting should be taught using the cursive style agreed by the DASP Pyramid of schools.  Pupils should be encouraged to use a handwriting pen.

²  NLS ‘Grammar for Writing’ is valuable here
³  Refer also to National Primary Strategy ‘Excellence and Enjoyment’
4   See ‘Guided Reading’ by Hosbaum, Gamble & Reedy (in cupboard in 7.1)
5  See NLS Spelling Bank as a useful resource

KS3

Pupils follow the two-year Key Stage 3 curriculum which places high expectations on our students.  Lessons need to be well paced and well planned to meet the standards demanded.

In Years 7 and 8, pupils receive four separate timetabled English lessons each week.  These are taught, where possible by teachers with English specialist skills.  These include one timetabled library lesson.

In Year 7, pupils are expected to continue and develop the reading journal which was begun in the Summer term in Year 6.  This is a yellow A4 exercise book.  In the second half of the Summer term in Year 6 pupils begin parts of the DfES ‘Transition Unit’ which involves using a reading journal to deepen understanding and response to text.  This journal is continued into Year 8.

The curriculum is planned mainly in unit bocks, which cover the word, sentence and text level objectives of the NLS KS3 English Framework. (See Medium Term Plans). The topics include the study of novel, plays and poetry, as well as the specific teaching of the structures of non fiction text.  The units are flexible enough to allow individual teachers some choice of text.

Approximately one term in Y8 is spent preparing pupils for the KS3 SAT.  In particular, teaching a Shakespeare play and essay writing techniques.  In the Summer term, Year 8 has the opportunity to share a novel together as well as completing a media project in liaison with the Upper School.

Blue exercise books are used for planning, drafting, note taking and language work.  Longer pieces and ‘neat’ work are written on A4 file paper.  After being marked, this is kept in school by the teacher, in a blue ring binder which is given to each pupil at the beginning of Year 7.

To ensure continuity, emphasis is placed on KS3 being a 3 year course.  To this end, every pupil is given a letter at the beginning of Year 7 which introduces them to the English course for KS3.  This letter should be kept at the beginning of the blue folder and referred to when necessary.

Marked pieces should be filed and organised neatly, with a completed index sheet at the front.  Plastic wallets and dividers are provided.  Some rough drafts may be kept to accompany completed work for assessment purposes.  During Years 7 and 8, work is added to the folder selections of which then accompany pupils to the Upper School.

The blue wallet folders – English Portfolio from KS 2 are kept and used as homework folders if required.

In September 2006, all pupils in Year 7 were issued with a Literacy Expert’s Toolkit or LETS book.  The aim of this is to help students be better readers and writers – not just in English – but across the curriculum.  It is designed to contain guidelines about presentation, grammatical terms and tips, toolkits for different text types and individual pupil targets.  Staff and students will be encouraged to refer to it in lessons across the curriculum.  KS3 staff will undertake a regular review as to its effectiveness.

Assessment and marking is in line with National Curriculum and school policy.  Please refer to documents ‘English – Marking and Assessment policy’ revised October 2006 and English Assessment Timetable September 2006 for details.

Library Lessons

These are obviously an opportunity for pupils to select and change library books.  However, teachers should plan to spend some time giving more direct teaching.

 

Activities could include:

Homework

Homework which is an extension and reinforcement of work in the classroom takes plae in all four Year Groups.  In each Year Group, it is part of the Homework Timetable and there is an expectation that it is set and marked every week.  English teachers are responsible for checking that assignments are completed and that appropriate feedback is given at the earliest opportunity.  As a rough guide, homework should take 30-45 minutes in KS2 and up to 1 hour at KS3.  Pupils in Years 5 and 6 are expected to read every night.  This is monitored by class teachers.

(6   See also Guidelines for teaching the use of library written by MG)

Resources

In KS2 generally the resources relevant to the year Group are kept in cupboards in 7.1 and 7.2, although some small sets and big books are stored in the resources section of the library.  Filing cabinets in the Y5 & 6 areas and in 7.1 contain copies of work sheets.  Dictionaries and Thesaurus are available throughout the school and each class has several electronic spell checkers.
Audio and video tapes and equipment are available in the AVA room.

Literacy Across the Curriculum

Whole school training, using the KS3 Literacy Across the Curriculum training folder, was undertaken 2001/2.  This is being revisited 2007/8.  It is expected that the explicit teaching of literacy skills will be part of the teaching and learning in all subjects.

Pyramid Liaison

Some liaison takes place between the First Schools and the Upper School as part of the DASP partnership.

 

Meetings at KS2 have included subjects such as Assessment for Learning and at KS3 teachers have held moderation meetings to monitor standards and progression across the schools.

 

For 2007 the First School Pyramid are engaged in a joint project to promote the use of speaking and listening and drama as an aid to improving writing.

 

Information Technology

IT is a cross curricular tool which supports learners, can increase motivation and enhance teaching and learning.  Computers can be ‘booked’ on the timetable sheets in the Staffroom. (IT lessons do take precedence over other bookings)  There is no objection to pupils using IT facilities at home as long as not all tasks are word processed.  The IT skills may be assessed along with English skills – choosing appropriate presentation is a requirement of the National Curriculum.  Incorporating opportunities for IT with a special focus on the use of media text, into English Planning is an aspect of the English Development plan for 2006/7 and with the increased emphasis in the Revised KS2 Strategy, will continue into 2008.

English – Marking and Assessment Policy

Marking is an important part of ongoing teacher assessment and the learning process of pupils.  Marking can provide clear feedback to pupils about the strengths and weaknesses of their work.

Marking is a dialogue between the teacher and the pupil on work in progress as well as on completed work.

Effective marking can help raise standards and encourage pupils to take pride in their work.

Evidence of pupils’ development will be comprised of:

a  teacher observations
b  teacher formative marking
c  teacher summative marking at the end of a piece, or unit or work
d  self assessment by the pupils themselves
e  standardised test results
f  periodic formal assessments, such as timed pieces of writing

Pupils’ development and progress is not linear, so any records should contain notes of performance over time, in different contexts and groupings.  Evidence of progress will be collected in many forms from ‘jottings’ to more formal comments.  In KS2, pupils’ ‘best’ or completed work is kept in yellow books or blue wallet folders.  At KS3, blue ring binders are passed from Year 7 to Year 8, thus providing a record of progress throughout the school, from teacher to teacher.  Pupils may also be asked to keep some plans, drafts and re-drafts.

Assessment of Writing

The marking of pupils’ work should reflect the principles of our assessment policy.  See also Presentation Assessment & marking Rev 9/204.  Teachers should use the whole school agreed marking codes to avoid ambiguity and confusion for parents and pupils.

Marking the Learning

Formative Assessment – see also Dorset LEA paper AfL – Formative Assessment. 
It is expected that all teachers will share the learning intention with the pupils. 
Learning intentions should be identified in medium and short term plans, although they will be modified by individual teachers in weekly plans to make them appropriate for individual classes.

 

Learning intentions:

The success criteria are what the children are judged on during, or at the end of the task.

AfL is a school focus for 2006/7.  Useful strategies such as the use of ‘Now..’ tasks are being introduced in both Key Stages.

Focused Marking

Marking should encourage, acknowledge successes and improvements, but should also point the way forward.

Marking should be useful for pupils, teachers and parents in understanding strengths and weaknesses and also to inform future planning.

It should help teachers and pupils set targets in order to progress.

Giving feedback about the learning intention:
For example:

     (See separate sheet for examples of prompts)

Pupils can be trained to use this process for self marking and paired marking.*
Teachers should, at regular intervals, model the marking process using pupil’s work or marking exemplars.

*Pupils need guidance, training and ground rules before doing this.

Summative Assessment – ‘distance marking’

This type of marking will happen at the end of a unit of work or as the outcome of a teaching unit.


In order to reduce teachers’ workload, and to avoid overloading pupils, teachers should be selective in marking.  This will be determined by the learning intention and by the ability of the pupil.  Too many corrections can be counter-productive and diminish motivation.

 

If spelling and an aspect of grammar are part of the learning intention, concentrate on those aspects alone rather than correcting every mistake.  Pupils and parents should be made aware of this.

 

When work is finished, ask pupils to check work by reading it through carefully.  Strategies for self-correction should be taught, particularly in KS3.

 

Not all pieces need to be ‘quality marked’.  Teachers need to decide whether work will simply be acknowledged or given detailed attention.

Grading and Levelling

An unqualified grade is rarely justified.

Effort/Attitude grades may be given in line with school policy.  These will be secondary to comments regarding achievement.

Pupils in all year Groups will complete at least one formally assessed piece of work each term, suing NC Levels.  This may be at the conclusion of a unit of work or as a timed, unaided piece, written under exam conditions.

These are indicated in the schemes of work.

These pieces can be used to track the progress of groups and individuals as well as enabling staff to monitor standards and progression throughout the school.
(See English Portfolio)
Agreement Trailing of marking levels will be practised regularly by staff to ensure consistency of standards.

Any NC levels should indicate that a pupil is working within that particular level.

Teachers should record results and pass these on to the English Co-ordinator.

Teachers should use their own judgement about passing on levels to pupils.   At KS”, I would expect teachers to have an idea of the level within which each pupil sis working.

More able pupils, and pupils at KS3, do express a willingness to know how well they are doing.  Levels may be communicated, provided that they are explained carefully in the context of the learning.  The phrase Working within level…..is recommended.

 

See also
‘Assessment for Learning’ Questions
Why Use Success Criteria?
Quality Marking
Assessment for Learning/Formative Assessment Materials – Dorset LEA

Assessment of Reading

All pupils are tested with a standardised reading test at the beginning of Y5.  This is repeated twice yearly for those pupils with special educational needs.

Such tests should be seen as only one ‘brick’ to help in building a complete picture of a pupil’s achievement.

In teaching reading to classes, groups or individuals, teachers should be clear about key learning objectives which are aligned to the key Assessment Focuses ie information retrieval, inference and deduction, writers’ purposes and viewpoints and effectiveness of language.

Other methods of assessing reading should include:

End of key stage and optional tests in Y5 and Y7 provide summative assessment of reading.

Assessment of Speaking and Listening

Assessment in this area can be very difficult, which is not surprising given the speed at which we speak and the invisible nature of listening.

There are two areas of assessment:

The National Oracy Project made the following recommendations:

PLAN to assess talk

Use questioning to assess pupils.
Use a variety of questioning techniques:

For further help refer to the relevant sections in ‘Ideas about Talk Action Pack’ and ‘Speaking, Listening and Learning – Working with children At KS1 & 2’

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