Year 4 Fieldwork
“No matter what people tell you, words and ideas can change the world.”
Robin Williams as John Keating, in Dead Poets Society
The National Curriculum (2014) forms the basis for all subject teaching ensuring continuity and progression in an age-related curriculum. Teachers use a text-based approach to all English lessons (using the Power of Reading teaching sequences), using the text to draw links with other curriculum areas wherever possible. We work hard to make sure the content is relevant and stimulating by delivering through the theme or topic of the text.
Our English curriculum has been developed to recognise the importance of English in every aspect of daily life and to develop children’s love of reading, writing and discussion. We recognise the importance of nurturing a culture where children love to read, take pride in their writing and can clearly and accurately adapt their language and style for a range of contexts. We want to inspire children to be confident in the art of speaking and listening and to be able to use discussion to communicate and further their learning.
Our intent is to enable children to:
- Read easily, fluently and with good understanding.
- Develop the habit of reading widely and often, for both pleasure and information.
- Appreciate our rich and varied literary heritage.
- Write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences.
- Develop a love of writing and to be able to express their thoughts and ideas clearly and creatively through the written word.
- Re-read, edit and improve their own writing.
- Confidently use the essential skills of grammar, punctuation and spelling.
- Acquire a wide vocabulary, and an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language.
- Use discussion in order to learn; they should be able to elaborate and clearly explain their understanding and ideas.
- Become competent in the art of speaking and listening, making formal presentations, demonstrating to others and participating in debate.
We ensure that our English teaching and learning provides many purposeful opportunities for reading, writing and discussion. We use a wide variety of experiences, quality texts and resources to motivate and inspire our children. All pupils receive a daily English lesson. Teachers also ensure that cross-curricular links with concurrent topic work are woven into the programme of study. Our school focus on Metacognition is addressed throughout our English teaching with high quality questioning, designed to stimulate the thinking approach.
- Teachers create a positive reading and writing culture in school, where both are promoted, enjoyed and considered ‘a pleasure’ for all pupils.
- Promotion of reading through teachers reading out loud regularly to their class.
- Pupils in EYFS and KS1 to have daily phonics sessions, following the Read, Write, Inc. programme.
- Age appropriate spellings sent home weekly for pupils to practise learning and using these words.
- Daily Reading sessions in all classes, using a varied programme of 1-1, group reading and discussion, and independent sustained and quiet reading opportunities.
- Pupils are encouraged to be adventurous with vocabulary choices.
- Pupils to acquire strategies to enable them to become independent learners in English.
- Pupils are taught how to self-edit their writing, using a green pen to identify their own improvements.
- Pupils to discuss and to present their ideas to each other by talking, being able to elaborate and explain themselves clearly, make presentations and participate in debates.
- Working Walls – used in all classes, aiding pupils and guiding them through the process of reading and analysing, gathering content, planning, vocabulary choices and writing.
- Vocabulary promoted through displays in class, all curriculum areas, enhancing and encouraging a wider use of vocabulary.
- Vocabulary mats to be used where needed and thesauruses and dictionaries which are easily accessible for pupils to use.
- Teaching a range of genres across the school (progressing in difficulty) both in English and other curriculum areas; resulting in pupils being exposed to, and knowledgeable about literary styles, authors and genres. They can express preferences and give opinions, supported by evidence, about different texts.
- Displays of writing, in class (on Wow Wall), shared areas and on the school website, giving a purpose and audience, to encourage pride in work and to show that work is valued. Each phase displays finished writing which has been stimulated through Power of Reading text.
- Reading and writing events (throughout the year) to encourage and promote enjoyment and opportunities to develop lifelong learning. We always value ‘Special Days’ such as World Book Day, Spelling Bee, to promote the importance of English.
- School trips used to enhance learning and a love of text such as Year 6 trip to Harry Potter World (The Philosopher’s Stone), Year 5 trip to Hampton Court (Treason).
The impact and measure of this is to ensure children not only acquire the appropriate age-related targets linked to the English curriculum, but also skills which equip them to progress from their starting points, and within their everyday lives. Children leave Lordswood:
- Confident in the art of speaking and listening and able to use discussion to communicate and further their learning.
- Able to read fluently both for pleasure and to further their learning.
- Enjoying writing across a range of genres.
- With a wide vocabulary and are adventurous with vocabulary choices within their writing.
- With a good knowledge of how to edit and adapt their writing based on the context and audience.
- Being able to effectively apply spelling rules and patterns they have been taught.
- Having made good and better progress from their starting points, succeeding in lessons because work has been appropriately scaffolded.
- With an enthusiasm for further studying English.
Assessment and Monitoring in English:
The positive impact of our English curriculum is evidenced through:
- ‘Week in learning’ reviews, GST book looks, coaching between staff and learning walks.
- Progression of skills is tracked through Target Tracker termly and evidenced in their books.
- Gathering pupil voice to check understanding of key skills and knowledge, progression and confidence in discussion.
- Moderating pupils’ work in school and in cluster meetings with other schools to ensure accurate assessments and validated judgements.
- Discussion that takes place at termly Pupil Progress Meetings. This informs future planning and any intervention needed for gaps identified in children’s learning and to ensure good and better progress.
- Pupil progress meetings also ensure different groups (including EAL, PP and SEND) are catered and planned for.
- The engagement of our families supporting with Prep for Learning and homework.
Monitoring is an ongoing cycle, which is used productively to provide the best possible English curriculum for our children and to ensure it is inclusive to all.
Role of the co-ordinator:
- Monitor the standards in the subject to ensure that outcomes are at expected levels.
- Provide ongoing support and training for colleagues through coaching, staff training sessions and bespoke training e.g. Power of Reading.
- Work alongside the Pupil Parliament, Ministry of Learning, to gain pupil voice when planning special days.
- Collate appropriate evidence over time and feedback strengths and weaknesses to staff.
- Highlight and celebrate successes.