Menu

Shadsworth Infant SchoolLearning, Sharing and Caring

Translate
Search

Welcome toShadsworth Infant SchoolLearning, Sharing and Caring

English

English

 

At Shadsworth Infant School we aim to give our pupils a high quality English curriculum that will give them a foundation to speak and write fluently. We are committed to ensuring our pupils become enthusiastic and confident readers who read widely and often, for both pleasure and information. We are committed to raising phonics screening outcomes in year 1. We want our children to be successful readers by the time they leave our school, and research shows that when phonics is taught in a structured way it is the most effective way of teaching young children to read. We believe that confident speakers become confident writers and therefore place a big emphasis on developing oracy skills not just within English but across the curriculum. We aim to engage our pupils in writing by offering a wide range of exciting and purposeful writing opportunities. At Shadsworth Infant School we aim to give our pupils a high quality English curriculum that will give them a foundation to speak and write fluently. We are committed to ensuring our pupils become enthusiastic and confident readers who read widely and often, for both pleasure and information. We are committed to raising phonics screening outcomes in year 1. We want our children to be successful readers by the time they leave our school, and research shows that when phonics is taught in a structured way it is the most effective way of teaching young children to read. We believe that confident speakers become confident writers and therefore place a big emphasis on developing oracy skills not just within English but across the curriculum. We aim to engage our pupils in writing by offering a wide range of exciting and purposeful writing opportunities.

 

Reading

High priority is given to reading throughout school. Reading is taught through:

  • Whole class reading that develops listening skills, a love of story and reading for pleasure. This is teacher led reading with children listening and responding to questions, predictions and vocabulary choices as appropriate to the level of the children.
  • Guided reading that targets children’s reading skills. Guided Reading is timetabled daily; once a week with a teacher and once with a teaching assistant. Pre and post reading tasks are used to secure understanding of a text. Books used for guided reading are book banded to ensure children are reading appropriately levelled texts.
  • Comprehension In reception and year 1 comprehension skills are developed through questioning and oral responses to a text. At the end of year 1 and throughout year 2 written comprehension lessons are taught weekly.

 

Phonics

Children progress through each of the phonic phases from phase 1 to phase 6. Phonics is taught for at least 20-30 minutes daily.  Children are streamed across the year group so that the sessions are pitched appropriately for each ability. Each lesson follows a clear sequence as recommended by Letters and Sounds; Introduction, Revisit/ Review, Teach, Practise, Apply, Assess. Repetition of the sounds helps them to become embedded.

 

Speaking & Listening

Speaking and listening is incorporated into all areas of the curriculum. Teachers provide children with a range of purposeful opportunities through play, drama and discussion (e.g. hot seating, freeze frames, puppets, debates) to apply their speaking and listening skills. Adults act as good role models within the classroom using complete sentences and Standard English.

 

Writing

At Shadsworth Infant School we believe that writing activities should be enjoyable, purposeful and creative. Children are taught through the Pie Corbett Talk4Writing – Imitate, Innovate and Invent sequence.

Imitate: A text is introduced and read to the children; together the class learn to tell the story. To help the children remember the text a multi-sensory approach is used which includes: a visual story map, actions and a focus on lively, animated expression.  As children learn the stories word for word, they develop the use of specific sentence structures, which they can then use in their own writing. The principle is that if a child can tell a story, they will be able to write a story.

Innovate: Once our pupils are familiar with the model text, the teacher then leads them into creating their own versions. This is based on changing the basic story map, retelling the new version and completing boxed-up planners. Shared and guided writing is used to stage writing opportunities are used so the children can concentrate on bringing all the elements together, writing effectively and accurately.

Invent: The final stage is the invention stage where the children use all the skills they have learnt over the last 3 weeks to write an independent piece. There is the freedom to draw upon their own ideas and experiences, or they can ‘hug closely’ to the shared text should they need to.

Top