The English Curriculum at Carrington Junior School
Vision
At Carrington Junior School, we believe English is an essential part of the curriculum: a subject that not only stands alone, but one that should be an integral part of all learning.
We aim to deliver an ambitious writing curriculum which develops and promotes a true love for writing.
The English Curriculum will:
- Foster a love of writing by being engaging and exciting.
- Encourage pupils to be creative and imaginative.
- Provide children with essential skills in grammar, punctuation, spelling, handwriting and composition.
- Develop children into writers with a clear understanding of the writing process, including planning, drafting, editing, revising, publishing and evaluating.
- Support pupils who find writing challenging to access the learning and enhance their understanding and skills.
- Create a culture where pupils love to read and take pride in their writing.
Reading for writing
At Carrington, we recognise that reading and writing go hand-in-hand, therefore we aim to provide high-quality, aspirational and inspirational literature that act as model texts for children when writing. We read and write for a range of purposes and audiences, enhancing pupil’s skills so they see themselves as authors. We use Bob Cox’s ‘Opening Doors’ ideas as a starting point for many of our English writing units. These use aspirational texts and extracts from our literary heritage, supported by linked reading texts the children have access to so they can further enhance their skills and understanding.
Composition
Lessons are clearly structured to allow children to develop essential knowledge and skills. Effective composition involves forming, articulating and communicating ideas and then organising them coherently for the reader. This requires clarity, awareness of the audience, purpose and context and an increasingly wide knowledge of vocabulary, spelling and grammar.
Children write for a range of purposes, repeated across the year groups to solidify understanding of text types and to enhance skills in grammar, sentence construction and punctuation.
Teachers guide pupils through a clear writing process so they have the opportunity to explore a text, identify and use features, generate ideas, plan, draft, edit, revise, publish and evaluate their writing.
Grammar, punctuation and spelling
Pupils are taught to use identify, understand and use grammatical features, as well as the correct terminology. Grammar is taught both in context, where pupils can discuss and learn from the works of notable authors, and in stand-alone sessions where specific skills are taught.
Spelling is taught in stand-alone sessions using the Jane Considine Spelling scheme. Pupils investigate a spelling rule and then complete exercises to practise these skills. These are then incorporated into both reading and writing lessons.
Handwriting
In Year 3 and 4, handwriting is taught daily using the ‘Happy Handwriting’ programme. When pupils can write legibly, joined and at speed, they receive a Pen Licence. In Years 5 and 6, handwriting interventions take place 3 times a week for targeted pupils.
Further support is provided through the use of Theraputty to improve hand strength, pencil grips, writing slopes, guidelines, model handwriting desk strips and highlighted texts.
Grammar, punctuation and spelling
Pupils are taught to use identify, understand and use grammatical features, as well as the correct terminology. Grammar is taught both in context, where pupils can discuss and learn from the works of notable authors, and in stand-alone sessions where specific skills are taught.
Spelling is taught in stand-alone sessions using the Jane Considine Spelling scheme. Pupils investigate a spelling rule and then complete exercises to practise these skills. These are then incorporated into both reading and writing lessons.
Handwriting
In Year 3 and 4, handwriting is taught daily using the ‘Happy Handwriting’ programme. When pupils can write legibly, joined and at speed, they receive a Pen Licence. In Years 5 and 6, handwriting interventions take place 3 times a week for targeted pupils.
Further support is provided through the use of Theraputty to improve hand strength, pencil grips, writing slopes, guidelines, model handwriting desk strips and highlighted texts.
