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ENGLISH

ENGLISH INTENT STATEMENTS

Reading

At Borrow Wood, our aim is that by the end of their primary education, all children will learn to read fluently and confidently, with good understanding. We follow the national curriculum (2014) for reading, providing broad, balanced and differentiated opportunities for children to develop their reading.

Our focus is to ensure the progressive development of word reading, fluency and comprehension so that children can read accurately, with speed and understanding which enables them to make links in learning.

All pupils are encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live.

Through reading, we intend to support children in developing a curious mind, to establish an appreciation and love of reading, and to gain knowledge across the curriculum. We are keen for children to develop a wide vocabulary to support their learning and understanding.

 

Writing

At Borrow Wood, our aim is that by the end of their primary education, all children will write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences. We focus on the development of transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech and writing), through teaching children how to plan, revise and evaluate their writing in response to high quality stimuli which engages the children.

We are keen for children to develop a wide vocabulary as part of their writing lessons, and where relevant, teachers show pupils how to understand the relationships between words, how to understand nuances in meaning, and how to develop their understanding of, and ability to use, figurative language. We follow the national curriculum (2014) for writing, providing broad, balanced and differentiated opportunities for children to develop their writing.

Spoken Language

At Borrow Wood, our aim is for pupils to develop rich and varied spoken language across the whole curriculum – cognitively, socially and linguistically. We ensure the continual development of pupils’ confidence and competence in spoken language and listening skills to support pupils in developing a capacity to explain their understanding of books and other reading, and to prepare their ideas before they write.

Pupils are assisted in making their thinking clear to themselves as well as to others through building secure foundations of discussion to probe and remedy their misconceptions. We follow the national curriculum (2014) to provide broad, balanced and differentiated opportunities for children to develop their spoken language.

 

Phonics

At Borrow Wood Primary School we are committed to the delivery of excellence in the teaching of Phonics. We aim to develop each child so that they are able to read with fluency as well as develop a love of reading that will stay with our children all their lives.

Being able to read is the most important skill children will learn during their early schooling and has far-reaching implications for lifelong confidence and well-being. The new reading framework states ‘A vital element of being able to read and write fluently is the early and successful teaching of phonics’. It also highlights the importance of developing from the earliest stages children’s speaking and listening skills which begins in our nursery and will be part of a broad and rich language curriculum across school.

The use of phonics is one of the many skills needed to be able to be a reader and writer. We aim to teach high quality phonics to ensure the children have the best start possible in reading and writing. With quality phonics teaching our children will have a body of knowledge, skills and understanding that will form the foundation for learning to read and write. By quality phonics teaching children will be secure in the skills of word recognition and decoding and will ensure our children can read fluently. This will result in our children being able to read for pleasure and will allow them to move onto developing higher order reading for meaning skills.

 


 

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