Intent
At Gusford, we believe that a life with proficient English skills opens doors and opportunities for the future. We strive for this for all of our pupils.
We aim to equip pupils with the strategies and knowledge of the rules of the English language as well as the skills to be able to be an effective writer for any purpose which they require or desire. We foster a love for creativity, developing articulate and imaginative communicators. We equip pupils with the strategies and knowledge of the grammatical rules of the English language, using the skills to identify and explain the reasoning of the terms and use of grammar as well as the skills, strategies and knowledge of spelling rules, patterns and letter strings to enable them to spell accurately and confidently. With this, we aspire for pupils to leave our primary school with the ability to understand the English language as well as using it to read, speak and write to a high standard and be able to use this across the curriculum and into their future life.
Implementation
Our approach to English and writing at Gusford, is reading, writing and grammar learning, teaching the National Curriculum, based around a text. As a school, we follow The Write Stuff, using this approach to develop mature writing structures. Our English units provide opportunities for pupils to talk, read and analyse texts to enable them to gain a greater understanding of a range of text types. Reading a range of books enables the pupils to develop their repertoire. The intriguing and inspirational texts offer a range of authors, diversity, cultures and story genres to inspire the pupils to take on new learning to progress their own writing. We encourage a culture where pupils take pride and aspire to be the best they can be.
Within the Early Years, a range of books are used to motivate and inspire our younger pupils to listen to and tell stories, developing a love for language and developing their vocabulary. Whole class English sessions introduce the writing which is developed within the continuous provision. This continues into KS1.
Within year groups, pupils read a range of books, developing both a fiction and non-fiction text type. Poetry is a dedicated week across the whole school each term. As this is carefully mapped out over the whole school, coverage and development of skills, genres and writing styles are clear and progressive. Within each unit, through The Write Stuff programme, pupils read and analyse the text and text type. This then progresses to integrating key skills, imitating sentence structure styles as well as participating in experiences to develop understanding, vocabulary and intrigue. The final part of the unit is the independent application where pupils create an imaginative, purposeful version of the text type. Using the stimulating texts, combined with the carefully planned sequence of learning, pupils are able and motivated to write purposeful pieces of writing with an intended audience and use of creativity and style.
Throughout the school, we entwine the spelling and grammar learning to root the understanding with purpose. The use of the No Nonsense Schemes for both grammar and spelling enables a thorough coverage and progression. We develop the knowledge of the grammatical rules of the English language as well as the skills to identify and explain the reasoning of the terms and use of grammar. Teachers use the No Nonsense schemes for explicit coverage but are encouraged to order objectives to match the needs of the pupils and the English units. Explicit spelling or grammar sessions are taught daily, as well as handwriting using the Letter-Join scheme, but English lessons also have these skills entwined within the teaching and writing to develop the abilities and the confidence of the writers.
Across all English lessons, learning is adapted to suit the needs of all pupils, including SEND pupils and to challenge more able pupils. A few of the many approaches may involve adaptations such as decreasing the quantity of text, increasing the explanation of vocabulary or increasing the resources for support such as word mats or technology. Similarly, challenging pupils may involve increasing the complexity of independent writing or increasing the decision making and creativity which the pupil has, for example, writing from another character's point of view.
Impact
The impact of this thorough, differentiated planning, following our detailed progression document and the schemes, is a curriculum which has clear coverage, varied lessons and progressive learning. Our approach results in high quality writing which is based around the reading that pupils have studied as well as the grammatical learning interwoven within the unit. A clear sequence of learning develops the understanding and knowledge, building on previous learning. The inspiring texts, enlightening experiences to advance understanding, clear modelling from teachers, rich learning wall environments and the purposeful writing for an audience, stimulate a love of learning which is full of intrigue, excitement and determination to succeed.
Cross-Curricular Links
English and writing are linked within many subjects, including Science, History and Geography as well as the Arts, Maths, computing and RE. Although many subjects use English and writing as a vehicle to their own learning and products, many developments in English can be fostered, including explanatory writing in Science and diary writing from a historical figure’s point of view. These cross-curricular links benefit both subjects and cultivate a love of learning, reading, writing and enriching knowledge and understanding across the curriculum.