English
Curriculum Intent
At Byron Primary School, we provide children with the opportunity to learn key English skills based on exciting and interesting books. This allows children to enjoy reading a variety of different text types as well as see good examples for their own writing. Our children are immersed through a variety of texts, film clips, posters, books, visits and visitors. As the majority of our children have English as an additional language we ensure our curriculum is language rich and promotes Oracy. We want children to discuss their learning and communicate their enjoyment. We see opportunities to read and write across all subjects within a broad curriculum. We develop core skills to ensure children's writing is of the same standard across all subjects, publishing their work to gain a sense of pride in their presentation.
Curriculum Implementation
Progression in skills for Reading
Reading Impact
At the end of KS1, we want our children to independently use their phonic knowledge to read fluently by sounding out and blending unfamiliar words. Children should be reading age-appropriate books with increasing fluency and expression. They should make predictions and inferences based on what they have read themselves and what has been read to them by others.
By the end of KS2, children should be confident in the skills they have been taught. They should be able to confidently read aloud with intonation and expression with the ability to evaluate, comment and compare different styles of text.
Throughout their time at Byron, Children develop an increasing knowledge of different authors and genres to help provide an understanding of people, places and events outside of their own experience. This helps build their social-emotional skills and of course, their imagination.
Progression in skills for Writing
Writing Impact
By the end of KS1, children should be able to apply their phonics knowledge by using strategies taught in Phonics lessons to enable them to write simple narratives independently.
In KS2, children should be able to write effectively for a range of audiences and purposes. Children should use a range of punctuation, tenses and dialogue in their writing effectively alongside appropriate grammar and vocabulary. Handwriting should be fluent and in a joined, cursive style.
Evidence
Formative assessments take place throughout the year and gaps in children’s learning are identified and interventions are put in place.
Summative assessments take place on a termly basis. These help pupil progress meetings to focus on the support that is needed for individual children to reach their full potential.
Across school, moderation exercises take place to ensure that all teachers are making consistent judgements about standards. Together teachers work through and agree their understanding of expected curriculum levels.
