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English

The English Curriculum at Applecroft:

 

English Curriculum Expectations:

We expect all children to learn to speak, read and write fluently so that they can communicate their ideas and emotions to others, and others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society. The overarching aim for English is to promote high standards of language and literacy by equipping pupils to confidently use spoken and written language to communicate, and to develop their love of literature through widespread reading for enjoyment. 

 

Vision for English at Applecroft:

At Applecroft School we aim, where possible, to deliver the English curriculum through a thematic approach. Children will be given the opportunity to develop a love of literature and real books, encompassing fiction, non-fiction and poetry, including traditional and classic texts and through this, develop an appreciation of our rich and varied literary heritage. Spoken language underpins the development of reading and writing. At Applecroft, we aim to develop pupil’s confidence and competence in spoken language and listening skills and give children the opportunity to participate in drama. Children will be read to regularly each week so that they experience whole books and texts that are beyond their own reading capacity.

 

Curriculum Aims and Objectives:

 

Phonics:

  • To consistently follow the Letters and Sounds progression as our phonics scheme.
  • To teach early reading through a variety of phonically decodable books.

Spoken Language & Communication:

  • To listen and respond appropriately to adults and peers
  • To ask relevant questions to extend their understanding and knowledge
  • To develop a wide and interesting vocabulary
  • To articulate and justify answers, arguments and opinions
  • To communicate ideas, thoughts and emotions
  • To use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
  • To speak fluently, with clarity, confidence and increasing command of standard English
  • To participate in discussions, presentations, performances, role play and improvisations 
  • To gain, maintain and monitor the interest of the listener(s)
  • To consider and evaluate different viewpoints, responding to the contributions of others
  • To select and use the appropriate voice for effective communication
  • To learn poetry by heart and to perform to an audience

Reading:

  • To foster a love of reading
  • To develop the habit of reading widely and often, for both pleasure and information
  • To read fluently, accurately and with confidence
  • To pronounce words correctly
  • To read widely across both fiction and non-fiction
  • To understand texts – writer intention, form, context, audience
  • To use reading as a meaning of expanding existing knowledge and acquiring new knowledge
  • To have an understanding and appreciation of our rich and varied literary heritage

Writing:

Spelling and Handwriting

  • To take pride in their work and present it neatly and legibly
  • To develop a fluent and legible handwriting style
  • To spell words correctly

Composition

  • To form ideas and plan effectively before writing
  • To use imaginative description and figurative language
  • To use a wide and interesting vocabulary to enhance writing
  • To punctuate writing accurately
  • To write with purpose and clarity for an intended audience
  • To organise writing appropriately and coherently
  • To use grammatically accurate sentences and paragraphs appropriately and coherently
  • To present writing in different forms; for different audiences and in different contexts
  • To evaluate, revise and edit writing

Analysis

  • To analyse and interpret writing
  • To use reading as research and preparation for writing

 

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