English is an integrated and fundamental component of the whole primary curriculum. It is pivotal for all learning in every curriculum area. Our understanding of English incorporates speaking, listening, reading and writing. These elements of language are interdependent and integral to all learning. English should therefore be promoted holistically. English is fundamental to personal and social development and to life long learning. Good communication skills equip us for everyday life and enable use to survive and function in the community
The core aim of English at Welton St. Mary’s is that children:
- Read easily, fluently and with good understanding
- Develop the habit of reading widely and often, for both pleasure and information
- Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
- 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
- Use discussion in order to learn; children should be able to elaborate and explain clearly their understanding and ideas
- Be competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate
The overarching aim for English is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written language, and to develop their love of literature through widespread reading for enjoyment.
At Welton St Marys, we use ‘Read, Write, Inc. Phonics’. Please click on the links below to find out more information-
Phonics is taught each day throughout Foundation Stage and Key Stage One. At the end of Year One, the children will take the government phonics screening check. This is a test made up of real and “alien” words (pseudo words) which aim to assess the children recognition and application of the phonics that they have learned.
For children who do not meet the required standard to pass the screen, they are retested in Year 2.
For children who do not meet age related expectation in our phonics program, appropriate intervention is put in place to ensure rapid catch up.
We use a combination of reading schemes. These give a variety of fiction and non–fiction books to develop children’s reading range. Children learn to read at different rates. The children have access to a variety of books and in the early stages of their reading are supported by a variety of reading schemes that we have in school. As they develop we encourage them to become ‘free readers’ and choose their own books. In addition to this, every child has the opportunity to visit the library and select reading material of their choice under the direction of the class teacher and school librarian.