At St. Mary’s we believe that as English is the basic language of communication in this country, it is a pre-requisite for educational progress.  It enables children to express themselves creatively, imaginatively and helps them to communicate effectively with others.

Aims
Our aims are to help children to:

• develop the necessary skills to use the English language confidently, appropriately and accurately to the best of their ability
• be able to speak clearly, fluently and cogently
• be able to communicate using a variety of means when required i.e. sign language, Braille or ICT
• be able to listen to the spoken word attentively with understanding, pleasure and empathy
• be able to read a range of materials fluently and with understanding, for enjoyment and for information
• be able to write effectively for a range of audiences and purposes using spelling punctuation and arrange words in a sentence accurately and confidently.

Principles of the Teaching and Learning of English

English is important because:

• it is the basic language of communication in our society
• it is the foundation for almost all the learning which takes place in our school
• its mastery empowers the learner and is essential for independent learning, the world of work and most other aspects of everyday life.

English Curriculum

‘Communication, Language and Literacy’ is one of the six areas of learning and development within the Early Years Foundation Stage Curriculum and forms the foundation for English in the early years. This area of learning is set out into six strands – Language for Communication, Language for Thinking, Linking Sounds and Letters, Reading, Writing and Handwriting. These are developed throughout the school.

English is a core subject in the National Curriculum.  The fundamental skills knowledge and concepts of the subject are categorised into 3 attainment targets - Speaking and listening; Reading and Writing. (including handwriting)

The curriculum is organised into:

• formal learning of reading, writing, speaking and listening through regular literacy lessons
• informal learning and application throughout the school day and throughout all curriculum areas
• equal importance is given to both of these aspects of the English curriculum.

Speaking and Listening are developed through:

• providing a range of opportunities for children to talk and listen in formal and informal settings including literacy plenary
• the use of drama and role play to explore imagined situations
• links between language and music exploring rhythm
• story time when the teacher or other adult reads aloud to the class
• the application of ICT technology and devices
• class discussion and debate on topical or contentious issues, both parochial and world-wide in other curriculum areas
• showing times or news sharing is essential when pupils are encouraged to speak to their assembled classmates
• interviewing carried out as part of a topic or project.

Reading is developed through:

• shared reading, when the teacher may be model, including reading together with a child or group
• guided reading
• providing a wide range of reading material and opportunities for children to select from this for information and for entertainment
• use of a structured reading scheme, Collins Big Cat Readers to support all pupils until they are capable of independent reading; leading to independent thought and thinking
• regular one-to-one reading support for all children who have not yet reached the stage of being able to read independently
• a structured programme of phonics and word-recognition development in the early years and continued into KS2 using the ‘Little Wandle Letters and Sounds Revised’ framework
• periods of quiet reading
• a Home-School Reading Record developed in the Early Years and continued into KS2 where appropriate.

Writing is developed through:

• celebrating achievement in writing through awards
• providing a wide range of contexts for writing fiction and non-fiction
• paying increasing attention to punctuation, grammar and spelling as children become more fluent and confident
• developing a process of drafting and redrafting.

Spelling is developed through:

• structured focused teaching and investigations
• discussion and marking of work by pupils and teacher
• regular teaching and learning of spelling strategies and agreed key words
• encouragement of dictionary, word lists, thesaurus etc.
• weekly individualised tests
• paying increasing attention to punctuation, grammar and spelling as children become more fluent and confident

Handwriting is developed through:

• Letter formation linked with the Little Wandle Letters and Sounds revised programme in Early Years and Year 1
• cursive writing introduced in Year 2
• phased introduction of the use of various writing implements
• appropriate styles of writing are encouraged e.g. printing for diagrams
• providing a wide range of contexts for writing fiction and non-fiction