1. English Inspire Morning December 2015
Seely Primary School
English Inspire Morning
December 2015

2. Timetable 9:05 – 9:10 Welcome / Introduction 9:10 – 9:30
Presentation –English 2014 Curriculum
9:30 – 10:15
Observation of English activities in classrooms
10:15 – 10:30
Questions
Evaluation
Depart

3. “At Seely we want all children to enjoy English and achieve their full potential.”
It is about more than enjoyment, we want children to enjoy it because it will help them do well. Reading is one of the most important skills that a child can have because it affects the way they learn and how well they are able to perform in all other subjects where they need to read questions or information or tasks. Also an indispensable skill outside of school whatever they choose to do so we hope by focussing on reading the children will get better at it, will enjoy it, it will benefit every other subject and with luck we will give children a skill which they can benefit from for the rest of their lives.

4. Overview
The new programme of study for English is knowledge based – this means that its focus is on knowing facts rather than developing skills and understanding.
There is an increased emphasis on technical aspects of language and less on being creative.

5. Coverage
English is set out in year by year expectations for Year 1 and Year 2.
They have merged Year 3 and Year 4 expectations and done the same with Year 5 and Year 6.
There are separate appendices for specific content to be covered in the areas of spelling and vocabulary, grammar and punctuation.

6. Programme of Study
The learning objectives have been organised under new headings.
Spoken word
Reading – word and comprehension
Writing – transcription (SPaG)
- composition (plan, draft, edit, proof read)

7. Key Facts Reading is to be taught mainly using phonic strategies.
(not as much emphasis on ‘sight vocabulary’)
‘Spoken language’ has been slimmed down and is not age differentiated
SPaG is much more specific and the content is more advanced
There are more objectives to cover within the writing process

8. Key Facts Continued … There is a huge emphasis on reading for pleasure
Re-reading books because you have enjoyed them is encouraged
There is an emphasis on enjoying and learning poetry
There is more emphasis on writing dictated sentences and summarising texts.

9. Communication Language Literacy Development (CLLD)
In the Foundation stage, children learn the basic phonic representation of all 44 sounds in the English Language.
They learn to read and to write them.
Regular practice at home as well as at school is essential to a successful start.
The programme is designed to be:
Systematic
Multi-sensory
Interactive
Enable children to encode and decode

10. Progress in Reading Learning sounds Reading Scheme Free Reader
Independent Reader
In the process, children move from learning to read, to reading to learn.

11. Teaching Reading Whole Class Teaching Group Tasks
Cross-Curricular Activities
Independent Reading
Guided Reading
Comprehension Tasks

12. Assessment Focus for Reading

13. Teaching Writing Daily English lessons
Two to three week teaching blocks focussing on a genre of writing
Children are immersed in a range of texts
Analysis of key features
Group / guided writing
Independent writing
Editing and improving
Final drafts

14. Independent Writing / Creative Writing
In addition to daily English lessons
Gives the children the opportunity to apply skills learnt in lessons
High quality stimulus
Forms part of the writing portfolio (Assessment)

15. Handwriting In school we use the Nelson Thornes Handwriting Scheme
The Four Joins
1. to letters without ascenders
2. to letters with ascenders
3. horizontal joins
4. horizontal joins to letters with ascenders
The break letters (letters that aren’t joined from) are: b g j p q x y z s

16. SPaG
Is taught both discreetly as part of English units and in stand alone lessons.
Much bigger focus on knowing terminology.

17. Helping at home Regular practice of phonics in EYFS and KS1
Reading together – sharing stories and listening to your child read
Talking about what you are reading/ watching
Write about activities you do
Have a purpose for writing – recipes, instructions, letters etc.
Identify word classes in books you are reading –what effect does this have on the author?

18. Websites http://www.wordsforlife.org.uk/