Broughton Primary School
‘Learning at the Heart of the Community’
English Curriculum Intent
Our curriculum at Broughton Primary School encompasses the following aims in order to meet the needs of our children and the English curriculum is the vehicle to bring these aims to life:
Aims of our Curriculum
ENGAGE – Pro-actively engage children in their education and help them to be responsible for their successes and achievements both academically and socially
EVALUATE – They will have the ability to evaluate the choices they can make and make conscious decisions based on these evaluations.
EMPOWER – The children will feel empowered and unafraid of challenge or initial failure
REPONSIBLE – The children will have a developed sense of shared responsibility for things outside their immediate person.
ENJOYMENT – The children will love/ look forward to coming to school (the majority of the time!
At Broughton Primary School, we aim to foster children who have an enjoyment for reading and writing. We ensure that we include a variety of opportunities which are diverse and inspiring to embed the children’s learning. More varied in school experiences such as book clubs run by children, reading breakfasts and book swaps have all been introduced this year in the hope of installing a passion for English in children.
Synthetic phonics is taught in an interactive and engaging way across Key Stage 1. We predominately follow the ‘Little Wandle Letters & Sounds Revised’ programme although the daily phonics delivered is complemented with teacher-made resources that support and extend learning. Phonic teaching is matched to the children’s gross and motor skills assessments. Teachers maintain accurate assessments on children’s attainment of phonic sounds. All children are read with individually on at least a weekly basis and key children, identified through early assessments, are read with on a daily basis. Parents are invited in for a phonic workshop within the first month of their children starting school and all children take reading books home which are matched to the phonic sounds they have learnt.
In EYFS, during the autumn term, children who are not keeping up with the pace of phonics learning are identified for extra interventions (precision teaching/ booster groups). In the spring term, the children participate in Guided Reading sessions daily. Daily discrete synthetic phonics continues into Year 1. This is taught between the class teacher and LSA. Pupil Progress meetings at the beginning of the term identify children who are at risk of not passing the phonics check and additional phonic sessions are planned and home school support. The class teacher communicates with parents the phonic sounds learnt on a weekly basis and suggested consolidation activities. Additional reading opportunities for key children are planned with adults in school and also in the weekly reading breakfast, peer reading and the numerous books clubs on offer.
Our Reading Principles
At Broughton, we believe that reading is a passport to the world and the benefits of reading open children up to ideas, experiences, places and times they might never otherwise experience in real life. Every child deserves the chance to become a reader and research shows that children who enjoy reading achieve well right across the curriculum. We believe children actively enjoying reading and also being skilled at it are equally important. Both hold the same value and with either area lacking, children can be significantly disadvantaged.
Our reading aim in EYFS and Key Stage 1 is to develop fluent readers who are able to decode texts and develop a passion for reading. Our Key Stage 2 aim is to embed the enjoyment and develop the comprehension of texts.
Drop Everything and Read - this happens each day in class. All children read a book of their choice for 10 minutes in class.
Developing a Love and Skill
Love of Reading:
Skill of Reading:
At Broughton, we aim to develop motivated and independent writers: those who write with understanding and purpose.
At the start of school, it is very important that the children are ready developmentally to write. Writing follows talk and reading. In order for a child to write something, they need to be able to say it first. This is achieved through a programme of play where young children learn to interact, talk and understand as well as develop physically. During the first term of Year R our main focus is the prime areas by providing opportunities for talk. This is encouraged at home with the use of the ‘Walk and Talk Boards’ which are intended to stimulate conversation between adults and children on their journeys home.
Throughout Reception, the physical development of children’s gross and fine motor skills are a primary focus in the children’s learning and are explored through various interactive and engaging activities inside and outside of the classroom. These aim to leave children negotiating space and obstacles safely, demonstrating strength and moving energetically e.g., running, jumping, dancing, hopping skipping and climbing in order to develop their gross motor skills. To develop children’s fine motor skills, they work on using a range of small tools including scissors, paintbrushes and cutlery and begin to show accuracy and care when drawing. Holding a pencil effectively in preparation for fluent writing is also focussed on through activities that are interwoven into the curriculum and provision.
Phonic learning and letter formation matches this provision with drawing around large letters on the black board or painting with water. Writing resources also match the children’s physical strength. Large writing materials are used and over time these are refined down to finer and smaller materials in order to develop handwriting speed, fluency
In order for the children to become motivated and independent writers they need to write with understanding and purpose. When planning writing units, class teachers ensure there is interplay between purpose, audience and form.
Children are motivated to write through:
In each class, the writing learning journey is central to the teaching. The purpose and audience are made clear to the children at the start of each writing journey and is reinforced throughout the journey’s entirety. In each classroom there is an English learning wall. On the wall there is a WAGOLL. This will incorporate all the skills they will be learning within the unit. Each step is then displayed on the wall towards the outcome. This is done with the intention that children understand how one lesson builds on another within the progression of lessons. Teachers plan from the National Curriculum objectives alongside the Hampshire Assessment model.
Each class has a long-term plan which outlines the learning journeys with writing outcomes to be completed over the year, referring to the quality texts. Within each learning journey there are ‘site of application’ writing opportunities built in. These pieces of writing require the children to apply previously learnt skills of a different form from a previous unit without any direct teaching. There are an increasing number of ‘site of application’ pieces across the year to enable pupils to apply their learning and see skills transferred to a new context. These ‘site of application’ outcomes enables teachers to assess what learning pupils retained and can apply independently. For pupils, they provide spaced practice, strengthening learning over the year. This is a progressive cyclical learning approach where learning is revisited over the course of the year, deepening their understanding each time.
Assessments are made by the teachers continuously and used to plan subsequent lessons. Live marking within lessons drives immediate feedback and adaptations to learning. Teachers track individual progress on assessment sheets. These help the identification of Data drops happen three times a year and are reported to parents through parent consultations and reports across the year. Writing moderations with other schools as well as book looks ensure that writing is in line with the expectation.