Presentation on theme: "Language is the blood of the soul into which thoughts run and out of which they grow. ~Oliver Wendell Holmes Learn a new language and get a new soul. ~Czech."— Presentation transcript:
Language is the blood of the soul into which thoughts run and out of which they grow. ~Oliver Wendell Holmes Learn a new language and get a new soul. ~Czech Proverb St. John’s CE Primary School Communication, Understanding English and Languages Policy and Yearly Plans 12/13 13/14 School Action Plan Working Party Agreement & Guidance Notes
St John’s CE Primary Working Party Policy Cycle of Development for Communication, Understanding English and Languages Working Party Statement-English As members of the Communication, Understanding English and Languages working party we embrace the thinking that English is vital way of communicating in school, in public life and internationally. Literature in English is rich and influential reflecting the experience of people from many countries and times. In studying English our learners develop skills in speaking and listening, reading and writing. It enables them to express themselves creatively and imaginatively and to communicate with others effectively. We pride ourselves on our learners being enthusiastic and critical readers of stories, poetry and drama as well as non fiction and media texts. The study of English helps our learners understand how language works by looking at its patterns, structures and origins. Using this knowledge they can choose and adapt what they say and write in different situations. Within the NC Programme of Study for English our learners will participate in planned activities that promote: Speaking and Listening Reading Writing During Key Stage 1 Learners will: Speak confidently and listen to what others have to say. They begin to read and write independently and with enthusiasm. They use language to explore their own experiences and imaginary worlds. During Key Stage 2 Learners will: Change the way they speak and write to suit different situations, purposes and audiences. They read a range of texts and respond to different layers of meaning in them. They explore the use of language in literary and non-literary texts and learn how language works.
Working Party Statement – Modern Foreign Languages As members of the Communication, Understanding English and Languages working party and in line with the guidance for the teaching of modern foreign languages at Key Stage 2 we embrace the thinking that the learning of a foreign language in primary school provides a valuable educational, social and cultural experience for all learners. Learners develop communication and literacy skills that lay the foundation for future language learning. They develop linguistic competence, extend their knowledge of how language works and explore differences and similarities between the foreign language and English. Learning another language raises awareness of the multi-lingual and multi-cultural worlds and introduces an international dimension to learning, giving an insight into a learner’s own culture and that of others. The learning of a foreign language provides a medium for cross-curricular links and for the reinforcement of knowledge, skills and understanding developed in other subjects. To reflect the guidance for the teaching of modern foreign languages our learners will take part in activities which develop: Listening and responding Speaking Reading and responding Writing During Key Stage 1 Learners will be taught the knowledge, skills and understanding through the following areas of study: They will learn Spanish through a range of cross curricular activities. They will experience aspects of the culture and learn basic language skills. During Key Stage 2 Learners will: Learn Spanish and French. They will learn simple conversational language and will develop a deeper understanding of the geography and culture of relevant countries and communities.
The Working Party is responsible for reviewing the themes linked to Communication, Understanding English and Languages. Collectively they will evaluate the themes covered and make adjustments on the following year to ensure that skills are being taught. They will present their findings in an Action Plan that feeds into the School Improvement Plan and highlights key objectives for the following year. The Working Party will formally meet each term as part of directed time and will evaluate the SIP in July and present the key aspects for the new academic year as part of the whole school INSET in September. Leadership and Monitoring Throughout the year the area of learning will be monitored through: Lesson observations by Senior Leaders Book Scrutiny and Feedback Pupil Interview Class presentations through assemblies, curriculum events to parents Assessment tracking and reports to parents.
Assessment and Tracking The assessment of English is a thorough and detailed process. Children are assessed termly against NC levels in reading and writing. APP is used as a tool to support this work in the Autumn and Spring term. In the Summer term NFER and SATS are used to assess from Years 2 – 6. Year 1 continue to use APP guidance. Phonic screening takes place throughout Early Years and Key Stage 1. Children in Year 1 sit the National Year 1 Phonics Screening Check. Class Teachers use APP as an ongoing assessment of reading. Reading ages are ascertained using the Salford Reading test. This acts as a guide for ensuring that learners are reading and enjoying texts at an appropriate level. This tool is used at the start of an academic year and then in an ongoing way to support development of reading skills. Class Teachers in Key Stage 2 use NFER tests to assess reading in the Autumn Term, optional SATS tests in the Summer Term and APP as an ongoing assessment of reading progress. End of year assessments in reading and writing are scrutinized to ascertain which children are exceeding expected progress, meeting expected progress or falling behind expected progress. Those children not meeting expectations are discussed and necessary interventions are put in place. Those children exceeding expectations are highlighted for future planning and are then supported by additional challenge and extension. Tracking grids show the progress the children make from the benchmark of Year 2 as they progress through Key Stage 2. Class teachers are responsible for monitoring this progress over the year. This is monitored closely by the senior leadership team.
Reading action plan 2012/13 WHATHOWBY WHOM/ WHEN SUCCESS CRITERIA Foster a love of reading within pupils throughout school. Working party to plan a phonics meeting/workshop for parents to share ideas and good practice regarding supporting their children with daily reading, phonics and spelling strategies. AK & AW to start a book club for pupils to share their favourite books. Working party to plan a theme for World Book Day. All classes to plan one library visit during the academic year. Continue with successful ‘Author of the term’ and embed within the wider curriculum where appropriate. Working party to plan and deliver parents’ workshop during the Autumn Term. Book club to be established during Autumn first half term. Class teachers to organise library visits. Class teachers to promote Author of the term. Working party to plan World Book Day activities. Children can confidently choose a book from the school and a public library. Children can retell and discuss stories. Children demonstrate a love of reading and are enthusiastic about it.
WHATHOW BY WHOM/WHEN SUCCESS CRITERIA Secure and develop knowledge of technical aspects of English in accordance with changes to the Year 6 SATS. Discrete grammar lessons in KS2. 2 x staff meetings led by PR and the Working party. Create a scheme of work for grammar teaching. Continue using the Pie Corbett approach when teaching grammar. Continue KS2 writing workshops. Scrutiny of levelled work from Pscales to Level 5. AW to teach discrete grammar lessons in Yrs 4/5/6. Working party to work with PR and JR to plan and deliver 2 x staff meetings. Working party and JR to create a scheme of work for grammar teaching. Class teachers to use Pie Corbett techniques across school. KS2 teachers to plan and deliver writing workshops. Children have a secure knowledge of the technical aspects of English appropriate to their stage. Writing action plan 2012/13
WHAT HOW BY WHOM/WHEN SUCCESS CRITERIA Raise the profile of MFL across the school. French to be taught in a cross curricular way across KS2. Weekly Spanish lessons to be taught in KS1 during Activity time. International week to take place in September 2012 whilst Brazilian visitors are at school. Christmas theme day 2012 to have an international theme. Creating a new international link for St John’s. Research possible new funding from British council. AW to teach French in KS2. AK to teach Spanish is KS1 NI to continue to teach Urdu. Working party to plan outline for International week. Working party to plan outline for Christmas theme day. AK and DM to research possible new international links for St John’s. MFL is embedded where possible during the school day. Children have some understanding of the geography and culture of the country/s where the foreign language is spoken. Children demonstrate knowledge of communication skills in target language. MFL action plan 2012/13
Curriculum Review July 2013 – Communication, Understanding English and Languages Position Statement In this area of learning we do the following things well: Our learners are confident speakers and will speak to a wide range of audiences. 77% of Year 1 children passed the Year 1 Phonics Screening Check. Children in Year 2 exceeded expectations in terms of attainment in reading and writing this year. St John’s was in the top 20% of the country for Key Stage 1 writing results (96% of children achieved a level 2b in both reading and writing) Key Stage 2 SATS results show St John’s was in line with National expectation in Spelling, Grammar and Punctuation, with 77% of children achieving a Level 4. 94% of Year 6 pupils achieved a Level 4 in reading and writing. Early identification of learners needing extra support leading to early intervention programmes which are well structured and show a high success rate. A comprehensive Letters and Sounds programme Creativity within English lessons with an emphasis on cross curricular activities. Cross curricular approaches for MFL championed by a curriculum leader with a passion for learning in this area. Progress in grammar is assessed using a specific APP grid for grammar. A love of reading has been maintained through reading competitions, book-themed days, author of the term and a reading project for more able readers. In this area of learning we need to: Improve progress in reading by challenging more able readers in Key Stage 2. Develop the use of iPads to support literacy lessons. Monitor and evidence children’s learning in MFL.
Priority HOW BY WHOM/WHEN SUCCESS CRITERIA Raise attainment in reading across the school by challenging and supporting more able readers. Develop a consistent method of assessment in reading. Support children in understanding their next steps in learning in terms of reading. Identify all KS2 children who achieved a level 3c or above in reading in KS1 SAT test. Create and submit questionnaires for staff, identified pupils and parents of identified pupil to build up a picture of their views around reading. Obtain Autumn 2 reading data from class teachers. Observe identified pupils working on a reading task in their classes. Interview pupils. Look at children’s reading work/ assessment materials. Develop a child-friendly APP grid for reading and present it via a staff meeting on challenging more able readers. Monitor the impact via observation, scrutiny of work and planning. Reading workshop for parents of more able readers. Repeat teacher/pupil/parent voice to assess impact. AK – by January 2014 AK – Spring term 2014 AK – ongoing from Spring term 2014 AK – Summer term 2014 Children expected to achieve a Level 5 in reading in Year 6 SATS are identified and all staff are aware of which children are more able readers across KS2. AK has an informed understanding of how staff, pupils and parents feel about teaching and learning in reading. Staff feel more confident on how to assess in reading and can provide clear targets and next steps for pupils. Children are aware of their own strengths and weaknesses in reading and can articulate them. They know their next steps in reading. There is a more consistent approach to challenging more able readers across school. Reading action plan 2013/14
PRIORITYHOWBY WHOM/WHEN SUCCESS CRITERIA Develop teaching and learning in English by through the use of ICT (ipads) Plan and present a ‘workshop’ based staff meeting where good practice in teaching English through the use of ipads is modelled and shared. Monitor how ipads are being used across school via staff and pupil voice, learning walk/peer observation, scrutiny of planning and children’s work. Follow up workshop style staff meeting to assess impact. Repeat staff and pupil voice. AK and SZ – Spring term AK, SZ and SLT – Spring/Summer term 2014 AK and SZ – Summer term 2014 Staff have a developing bank of ideas for how to use ipads in English lessons. Staff have the opportunity to ‘model’ their own good ICT practice. To develop a whole school perception of how ipads are being embedded in the teaching of English across school. Staff feel more confident using ipads in English lessons. ICT (ipads) is more embedded in the English curriculum. Children are more engaged in English learning due to more regular use of ipads to enhance their learning. Writing action plan 2013/14
PRIORITYHOWBY WHOM/WHEN SUCCESS CRITERIA Monitor children’s learning in MFL. Book scrutinies. Questionnaires for staff. Pupil voice. AW – ongoing over the academic year. All KS2 children are being taught Spanish/French on a weekly basis. Children are given opportunities to speak, read and write in the target language. MFL action plan 2013/14
Curriculum Review July 2014 Communication, Understanding English and Languages Position Statement In this area of learning we did the following well: In this area of learning we need to develop: