English - Speaking, Listening and Writing 

The Teaching of English

The study of English develops children's ability to listen, speak, read and write for a wide range of purposes, including the communication of their ideas, views and feelings. Children are enabled to express themselves creatively and imaginatively as they become enthusiastic and critical readers of stories, poetry and drama, as well as of non-fiction and media texts. Children gain an understanding of how language works by looking at its patterns, structures and origins. Children use their knowledge, skills and understanding in speaking and writing across the curriculum for a range of purposes and audiences.

Speaking and Listening

Throughout Foundation Stage, Key Stage 1 and Key Stage 2, children need to be given opportunities to express their ideas in speech, to describe their own ideas and orally rehearse, to make plans and to take part in discussions and drama work.

In parallel to this, they must learn to listen to others and to absorb what they hear. It is important that they learn the conventions of conversation: taking turns; allowing others to speak; responding appropriately to what has been said and valuing the opinions of others.

Children should be encouraged to speak in a range of contexts and, as they grow older, adapt their style of speech appropriately.

Speaking and listening permeates all areas of the curriculum; the children learn from early on – to plan their work, listen to the plans of others, recall and assess their work and to listen while others recall. It is only when speaking and listening skills have been developed that children can effectively work cooperatively and collaboratively.

Writing

Priestley Primary where the links between reading, oral rehearsal and writing are made explicit. Teachers aim to provide a wide range of writing experiences that will enable children to feel enthused, excited and motivated to write. Children should be made aware of the importance of planning their and editing their writing.

Writing occurs throughout the entire curriculum. Cross-curricular writing is actively encouraged through our school topic approach where teachers plan for a range of sustained writing opportunities based on quality texts in order to embed learning and ensure that text type features for writing will be used in all subject areas.

The Teaching of Writing

The children are immersed in a quality text: understanding and vocabulary is checked, reading is developed through drama and discussion activities. Links are also made across the curriculum and the children will often have an exciting launch activity.

Click here to see texts used

Writing Process

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Spelling also develops an increasing vocabulary of known words.  Awareness of letter patterns and rhyming skills are used to build more words from families and by adding suffixes and prefixes.  The sharing of good literature, as well as the use of 'have ago' spelling books, dictionaries, thesauri and glossaries, support the development of vocabulary alongside spelling.

The teaching of grammar begins with capital letters and full stops and develops into an awareness, and use of, more complex punctuation, parts of speech, dialogue and paragraphs as children progress through the  Key Stages.

The children are encouraged to think about and evaluate their own strengths and weaknesses in writing as well as taking onboard constructive comments from the teacher on how to improve. The classroom environment is designed to support children in achieving their personal targets as well as challenging them enrich their learning.

  1. Hook them in-  drama activities, listening to a piece of music or watching a film clip.

 2.  Reading and text analysis should inform success criteria. High-quality texts used which are vocabulary rich to exemplify excellent writing.

3.  Writing begins with reading. Allow creativity and independence by providing prompts

4.  Model to children how to write.  Teacher modelling – shared/guided writing. 

5.  Allow planning time before drafting. Teach pupils to use strategies for planning and monitoring their writing

6.  Encourage use of word banks - Scaffolding when needed – working walls, word banks & washing lines.

7.  Allow children to redraft in response to feedback

8.  Publish  and illustrate children’s writing for a wider audience.

Priestley Primary School, Prince Charles Drive, CALNE, Wiltshire SN11 8TG