Subject Leader: Mrs Palmer
At Saint George’s Primary Phase, we believe that a quality English curriculum should develop children’s love of reading, writing, and discussion, enabling our pupils to access all areas of the curriculum and the wider world. We aim to inspire our pupils with a rich exposure to texts, and opportunities to read widely for pleasure. We recognise the importance of nurturing a 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 want to inspire children to be confident in the art of speaking and listening and encourage the art of debate to further their learning.
We believe that children need to develop a secure knowledge base in English, which follows a clear pathway of progression as they advance through the primary curriculum. We believe that a secure basis in literacy skills is crucial and supports learning across all areas of the curriculum. Literacy skills will give our children the tools they need to participate fully as members of society.
Our intention to ensure that all children develop a love of reading, writing, and discussion is embedded across our English lessons as well as the wider curriculum. Our English curriculum is organised to ensure that it provides many purposeful opportunities for reading, writing, and discussion. The school follows the Quigley Essentials Curriculum, which ensures teachers are empowered to plan creatively with flexibility around timetabling. Cross-curricular links with concurrent topic work are woven into the programme of study. Our curriculum closely follows the aims of the National Curriculum for English 2014.
The National Curriculum for English aims to ensure that all pupils:
● read easily, fluently, and with a good understanding
● develop the habit of reading widely and often, for both pleasure and information
● acquire a wide vocabulary, an understanding of grammar, and knowledge of linguistic conventions for reading, writing, and spoken language
● appreciate our rich and varied literary heritage
● write clearly, accurately, and coherently, adapting their language and style in and for a range of contexts, purposes, and audiences
● use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
● are competent in the arts of speaking and listening, making formal presentations, demonstrating to others, and participating in debate.
In addition to daily English lessons, children excel in reading through high-quality phonics teaching through the ‘Little Wandle’ programme and daily opportunities for storytelling. We use a wide variety of quality texts and resources to motivate and inspire our children. We also provide a wealth of enrichment opportunities, including, World Book Day, Library Club, and shared reading opportunities across the Primary Phase, as well as competitions throughout the year.
As a result, we have a community of enthusiastic readers and writers who enjoy showcasing their developing literacy knowledge and skills. They are confident to take risks in their reading and writing and love to discuss and share their ideas. This is evident when speaking to our children, looking in their books and around our school.
For our Primary Phase Overview for English Click here
At Saint George’s Primary Phase the children from Year Two upwards follow Accelerated Reader. Class teachers will decide when it is appropriate for the children to start using Accelerated Reader. A child needs to have some fluency in their reading as this programme does not help children learn to read – it consolidates their learning and promotes reading comprehension rather than decoding and word reading skills.
Accelerated Reader is a computer program that helps teachers manage and monitor children’s independent reading practice. Children, with the support of their class teacher pick a book at their own level and read it at their own pace. When finished, the children take a short quiz on the computer or IPAD. (Passing the quiz is an indication that the child understood what was read.) Accelerated Reader gives children and teachers feedback based on the quiz results, which the teacher then uses to help the children set goals and direct ongoing reading practice. Children using Accelerated Reader choose their own books to read within their reading level, rather than having one assigned to them. This makes reading a much more enjoyable experience as they can choose books that are interesting to them. Teachers help the children choose books at an appropriate readability level that are challenging without being frustrating, ensuring that the children can pass the quiz and experience success. If a child does not do well on the quiz, the teacher may help them choose another book that is more appropriate or ask more probing questions as they read and before they take their next quiz. In most cases, children really enjoy taking the quizzes. Since they’re reading books at their reading and interest levels, they are likely to be successful. This is satisfying for most children. Best of all, they learn and grow at their own pace.