Highwoods Community Primary

School
Understanding English, Communication & Languages (English, Library and M F L)

Highwoods Community Primary School English Policy

Policy Statement

We aim to develop a love for the English language in its written and spoken forms. We encourage children to develop the skills to communicate effectively in speech and writing and to listen with understanding, to be responsive, enthusiastic and knowledgeable readers. We recognise English as a core subject in the National Curriculum and as a pre-requisite for educational and social progress, empowering children to communicate creatively and imaginatively. We aim to provide an environment for language development which is stimulating and is characterised by high expectations of success, so that the fullest potential of each individual may be realised. Introduction This document is a statement of the aims, principles and strategies for the teaching and learning of English at Highwoods Community Primary School. It includes the implementation of the Renewed National Literacy Strategy. The essence of this policy complies with the RNLS guidance on planning and implementation. Aims In accordance with The Every Child Matters agenda, we aim to provide all children with equal access to a programme of speaking and listening, reading and writing and to strive for excellence in all these areas. At Highwoods, we work towards every child becoming literate. By the age of 11 we aim for every child to:

Develop the necessary skills to use the English language confidently, appropriately and accurately, to the best of their ability in learning and everyday life. Read with confidence, fluency and enjoyment and understanding by providing a wealth of reading material with access to a range of text covering a balance of fiction and non-fiction in a variety of genres. Use a range of independent strategies, to self-monitor and correct retrieve information and evaluate what has been read. Apply the higher order reading skills including deduction and inference through the use of text referral, assessment of authors intentions, justification of their opinions and judgements in the pursuit of critical awareness. Write with confidence, imagination and enthusiasm, with an awareness of purpose and audience, in a range of genres. Use grammar and punctuation correctly to attain the higher levels of writing. Recognise and use technical vocabulary when discussing their reading and writing. Recognise the use of phonics and spelling rules, and to use these skills to read and spell accurately. Communicate effectively, speak with confidence and structure their talk in ways which are coherent and understandable in discussion and debate. Listen carefully, with good concentration so they are able to respond thoughtfully and appropriately. Ask and answer questions to demonstrate and clarify their understanding. Write with fluent, legible joined handwriting and take pride in the presentation of all their work.

These are Key Skills which we at Highwoods have identified as necessary for our pupils to be successful in their lives.

Speaking and Listening

Talking is the primary means of communication. For young children, talk is one of the main vehicles for learning. Speaking and listening encourages children to analyse and clarify their thoughts and experiences thus stimulating intellectual developments. Speaking and listening skills are developed through: Encouraging pupils to speak in clear sentences and be aware of this Providing a range of opportunities for children to talk and listen in formal and informal situations Pairing and grouping children to maximise the effectiveness of speaking and listening activities through collaborative group activities, plenary sessions, class assemblies, school productions, circle time and role play Listening to and valuing all childrens expressed views Planned opportunities to listen to adults reading and telling stories Making explicit the role of the speaker and listener and subsequently scribe and reporter Reading Reading is a life skill. It is an effective means of communication enabling us to live enriched and independent lives. Reading is developed through: Following the Literacy framework and Essex Reading Programme Modelled, shared, guided and individual sessions Use of a range of quality texts including media Regular opportunities for independent reading Use of home school diaries to encourage parental involvement Keeping informative records which record progress and inform new targets A variety of groupings Provide a stimulating interactive learning environment Use of class and library books Discussion and review of group targets Writing Writing is an important form of communication. It is more permanent than other language modes. Writing is developed through: Following the literacy framework and ERP Valuing emergent writing Modelled, shared, guided and individual writing sessions Use a range of stimuli including visual texts Planned opportunities exploiting cross curricular links Keeping of informative records which show progress and set new targets. Having a positive ethos where childrens work is valued Progression, where one piece of writing is developed over a number of days and pupils come to understand the process of writing Provision of opportunities to practise handwriting, punctuation, grammar and spelling Discussion and review of childrens group targets Clear objectives/Key Skills shared with children Focused marking (see Marking Policy) Handwriting Handwriting is taught in every year. Pupils are taught to form letter shapes correctly, and when a child can confidently form letters correctly they are encouraged to add an upstroke, particularly when writing a blend of sounds e.g. bl. The purpose of this is to aid spelling so that, as pupils learn to blend sounds, they learn to write the letter patterns used in the National Spelling Strategy.

It is recognised that upstrokes is a starting point as pupils work towards developing their own style of handwriting. Children are encouraged to follow this route because of the focus on joined-up writing in formal assessment tests, but the primary need is for pupils to communicate with clear and well-orientated handwriting. Curriculum Management and School Organisation National Curriculum English is predominantly taught through the National Literacy Strategy for all children, where at least half an hour of focused literacy teaching is given every day. As a rule this will take the form of formal grammar, spelling and handwriting work. Pupils will receive additional teaching for comprehension, writing in appropriate genres and group reading as literacy skills are used in cross-curricular work throughout the day. In effect, this constitutes several hours a day as we recognise the effect of Literacy skills in all subjects. The Renewed Framework for Literacy requires schools to customise the schemes of work by:

embedding English across the curriculum adapting schemes of work combining units from different subject schemes

http://www.standards.dfes.gov.uk/schemes The objectives required by the Renewed NLS are being followed by classes from year one onwards. In Foundation the elements of literacy are covered in the course of a school day children work towards achieving their Early Learning Goals. All children are taught English in mixed ability classes, where work is differentiated and pupils work in appropriate ability groups. Pupils are encouraged to offer peer support through mentoring, partnerships and critical friend exchanges. Independent tasks may take place at the same time, as adults work with guided reading and writing groups. Regular opportunities for extended writing will be given to children, usually towards the end of a themed unit, and opportunities given for independently chosen writing activities throughout themed work. Outside English lessons, KS2 children will read independently and in guided groups for half an hour session each day. Pupils record their personal reading in Reading Record Books and the teacher has an overview of colour-coded books in the class Reading Folder. Library Lessons These are timetabled for one hour, once a week for each class. During this time, pupils will have an opportunity to visit the school library to exchange books, review books and research using both reference books and the internet via the Junior Librarian software. Pupils will be taught about Dewey classifications and how to find information using contents and index pages. These lessons will also provide an opportunity for pupils to express opinions on book choices and receive encouragement to widen their experiences. Planning All teachers are following the NLS framework of objectives. However, these are embedded into work schemes by teachers following their own year group related themes of study. (See attached example) KT/NB/Y4 Plans are stored centrally and are monitored for quality and consistency by the Literacy Co-ordinator. Planning groups meet on a weekly basis, and teachers plan using the schools standard planning format. This is when teachers assess their teaching and plan for the next steps in learning. (Assessment for Learning)

Class teachers are responsible for planning appropriate teaching and learning strategies to provide a balanced and varied content in accordance with the Teaching and Learning Policy. ( PPA time has been allocated to assist with this.) Assessment This area is covered by the Assessment Policy

SEN Provision This recognises the SEN Policy Able Learners This area is covered by the Gifted and Talented Policy English as an Additional Language This recognises the Inclusion Policy

Presented to the Staff for consultation on 27 January 2009 Presented to Governors for approval in November 2009 Katie Tait

LIBRARY POLICY (This document forms part of the school English Policy and should be read in conjunction with it.) Aims and objectives: Our aim is two-fold; firstly, to encourage a love of books and reading and secondly, to help children find and use information effectively. Our objectives are: to provide a wide range of quality and popular material for both fiction and non-fiction resources to encourage and develop life-long learning skills to provide resources to support leisure and extra curricular activities Management and organisation Funding Money is allocated to the KS1 (including Foundation) and the KS2 Libraries separately for the purchase of resources. There is a separate Library Budget to fund the Junior Librarian software subscription and consumables such as reader label codes, and to subscribe to the Schools Library Service which entitles the School to visits from the Library Bus for the exchange of books twice a year. The KS2 Library books are sourced from the KS2 Library Budget which funds colour-coded Reading Scheme books as well as fiction and non-fiction books. The School is grateful to receive financial grants from the PTA, and receives further grants of books from Book Fairs held throughout the year. Resources The KS1 Co-ordinator consults with colleagues to select appropriate books for the Foundation and KS1 Libraries. The Library Co-ordinator is responsible for consulting with colleagues to support curriculum requirements in the form of topic resources which include posters, music and photographic materials as well as books. The Library Co-ordinator takes responsibility for additional resources such as audio books, cd-roms and pc software.

Accommodation The Foundation Stage Library is now situated in a room adjacent to the Foundation Stage classes. The KS1 Library is situated on the mezzanine floor with recently acquired shelving and resources. It has a table and chairs at the appropriate height for these children. The KS2 Library is located in a separate room furnished with Library furniture and a computerised lending system. It has browsing seats as well as tables and chairs for older children. The room also is equipped with a wall-mounted whiteboard for children to leave book reviews on, and to support the groups of children who have Booster lessons there.

Promotion and use All Libraries are in use daily. Adults hear readers and change reading books in Foundation and KS1 Libraries, whilst the KS2 Library has a rota for pupils from each year group to visit during the day to change and select fiction and non-fiction books. Adult Librarians supervise pupils as they scan their own books, whilst trained pupil Librarians assist readers to choose suitable books, return books to the trays or shelves and provide good role models to younger pupils. Staff are encouraged to make use of timetabled periods for lessons in Library skills i.e. how to locate information on Dinosaurs, the use of the simplified Dewey System used in the Library. Development planning There are plans to replace some of the older KS2 shelving, We are developing our audio visual resources and hope to eventually offer pupils quality DVDs, audio CDs and educational CD-roms for loan. Monitoring and evaluation The Library Co-ordinator is responsible for monitoring use of the Libraries through observation and consultation with colleagues, volunteer Librarians and other users such as Booster groups on an on-going basis. The Library Co-ordinator will provide opportunities for pupils to suggest changes and improvements via a Suggestions Box and a pupil perception survey carried out annually. The English Co-ordinator and the Library Co-ordinator will review the Library Policy annually and submit a written report to Governors, as requested.

Revised by Nicola Bedford/Katie Tait Library Co-ordinator/ English Co-ordinator Review: November 2011

Highwoods Community Primary School MFL Policy

1. Mission Statement a. Highwoods Community Primary School believes that learning a foreign language provides a valuable educational, social and cultural experience. b. Learning a language makes our minds stronger and more flexible. c. Our vision is clear we must provide an opportunity for early language learning to harness childrens learning potential and enthusiasm. (Languages for all languages for life (DCSF) d. Pupils develop communication and literacy skills that lay the foundation for future language learning. e. They develop linguistic competence, extend their knowledge of how language works and explore differences between Spanish and English. f. The teaching of MFL is predicated on the assumption that the classroom teacher is the best person to implement the initiative given that they are with the child for the whole day. 2. Aims and Objectives a. raise awareness of: i aspects of mother tongue by encountering other cultures ii aspects of home culture by encountering other cultures iii the multilingual and multicultural world iv citizenship issues v the existence of languages other than English vi the need for languages as a skill for life b. to open childrens minds to the excitement of other languages, lives and cultures c. to develop: i ease of listening and understanding ii linguistic competence iii cross curricular links iv language skills and language learning skills v positive attitudes to other languages and cultures

d. to encourage: i childrens curiosity about language ii self determination, so that children can take responsibility for their own learning/regard the teacher as a facilitator iii children to use their knowledge with growing confidence and competence to understand what they hear/read and to express themselves in speech and writing iv learning about other countries, creating more opportunities for the development of geography skills and knowledge. 3. Organisation a. The language coordinator The school has nominated a language coordinator who is responsible for: i writing the scheme of work ii long term planning iii resourcing iv liaising with/supporting rest of staff v. suppling information to assist with KS2-3 transfer b. Who teaches MFL i class teachers will be teaching their own classes at KS2 ii each class teacher is responsible for the teaching of MFL in their own class c. Which year group i provision for each year group within KS2 ii all pupils within the school will be learning a new language. KS1 will be doing this through country of the half term.

d. Which language? i Spanish across KS2, differing languages across KS1. ii language chosen for links with schools abroad e. Frequency and length of sessions i lessons start at 2x 10 minute sessions each week, but increase to one30 minute session and one 10 minute session each week by the end of the year.

4. The curriculum

a. Teaching and Learning Styles i. MFL lessons are taught mainly as whole class activities. As children progress through school their Spanish lessons will be more group work focused. ii. The MFL coordinator carefully plans well structured lessons for KS2 classes. At the beginning of Year 3 2 ten minute sessions per week are planned for, but this gradually increases to one 30 minute session and one 10 minute session. iii. Spanish lessons are practical, active and varied. Pupils watch videos and take part in games. They repeat phrases in fun ways, eg Mexican Waves, tennis between 2 groups etc. iv. The program Sonica is used to help deliver Spanish across KS2. Other resources from other LEAs may be used. v. MFL lessons promote success and self esteem. All pupils start from the same level. Rewards for good work (Spanish stickers) are given and form part of the normal rewards system in the school, eg Awards Assembly.

b. Approaches i. Highwoods Community Primary School believes in a communicative approach. ii. The teaching is based on guidance materials from the DCSF and LEA. iii. A multi-sensory and kinaesthetic approach is used. iv. Teachers make lessons as enjoyable as possible. v. Childrens confidence is built through praise for any contributions they make, however tentative. c. The four skills (listening, reading, speaking and writing) i. In the early stages of learning a language children will focus on listening and speaking. As they progress reading and writing will also be developed, but it is important for children to learn to enjoy speaking a new language first. ii. Children will be given opportunities to develop all four areas.

5. Including every pupil

a. Differentiation i. Support is given to pupils where needed, eg allocated TA support to statemented pupils. At the early stages of MFL, most work is oral. When MFL teaching starts to include group work TAs will be supporting groups of children as directed by the class teacher. ii. Teachers questioning focuses on the ability of each pupil. iii. By outcome b. Pupils with Special Educational Needs i. SEN pupils are included in the learning of Spanish. ii. There are many advantages of learning a foreign language for pupils with SEN: 1. Gives pupils more chances to learn about learning languages (including their own language) 2. Increase in self confidence, as all pupils start from the same level 3. Better understanding of how their mother tongue works 4. Opportunities to revisit literacy/numeracy in a different context. 6. Assessment and recording a. informal teacher assessment i. through oral questioning ii. marking and comments on written activities(when pupils progress onto written work) b. portfolio with samples of good work (can include photos of displays, recordings of spoken Spanish) c. self-assessment, based on can-do statements d. summative, end of unit assessment (school version of Languages Ladder) e. drama activities with feedback from teachers/peers f. methods to keep track of pupil progress (school version of languages ladder)

7. Reporting a. Parents will be informed on their childs progress formally each year in the end of year report. Informal reporting may occur through conversation between parent and teacher during parents evenings and Early Bird.

8. Involvement of the wider community a. networking i. The school is currently seeking a partner school in Spain which will lead to class to class emails, teacher exchange and eventually pupil exchange. b. Involvement of other adults/children to enhance pupils experience. i. Teaching assistants receive Spanish training and will support small groups of children ii. Adults from other agencies/groups may visit the school as part of themed days and international week. c. Transition with Key Stage 3 i. We will contact the local secondary school to share practice ii. Assessment data will be passed onto this school with Key Stage 2 profiles. iii. Year 6 teachers are responsible for accurate assessment of pupils at MFL

9. Resources a. We are developing a wide range of resources for the teaching of MFL. We use ICT programme Sonica, Expresso, Essex Grid for Learning, other grids for learning (especially Northumberland) and Smartboard software. There is a store of school made resources, including flashcards and board games. We also have dual language books in French and Spanish and CD ROM dual language big books. b. Resources are chosen through recommendations from MFL advisors and update meetings. 10. Monitoring and Review a. Lesson Observation i. All teachers who teach Spanish will be observed by the MFL coordinator every other year. Peer observations will also take place to share good practice. ii. Lessons will be observed according to criteria linked to the school improvement plan and MFL action plan. b. Review Meetings i. This policy will be reviewed every two years by the MFL policy working party, in order to keep MFL learning and teaching up to date and relevant.

c. The MFL coordinator is responsible for keeping informed about current issues and initiatives concerning early language learning, and for implementing them into the school. d. Pupils/parents/staff perception survey i. A survey will be carried out every two years prior to the policy being reviewed.

11. Development Plan a. Continuous Professional Development i. The MFL coordinator is responsible for the CPD in terms of primary languages and will be informed of available courses. She will assess the needs of staff and consider any suitable courses.

See also: International Policy Geography Policy Community Cohesion Policy Date: Signed: