English at Bolsover
“The overarching aim for English in the national curriculum 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.”
To become fluent in reading, writing and expression.
English – opens up a world of creativity and adventure to take our pupils forward to the future.
"Reading and writing float on a sea of talk..." - James Britton
Reading, writing, speaking and listening together form the key components of human communication. We learn from one another through our ability to communicate, and so it is undeniably true that English lies at the heart of all learning at Bolsover Church of England.
At Bolsover Church of England Junior School, our English curriculum is designed to ensure that our pupils secure the necessary reading, writing and linguistic skills to become enthusiastic and independent writers, articulate communicators and develop a love of reading. We believe that a high-quality English education will teach our pupil to speak, write, listen and read fluently so that they can communicate their ideas and emotions, both verbally and written form, to others.
We have developed and planned an ambitious, creative and innovative English Curriculum to support and challenge all of our learners. We strive to provide exciting and engaging lesson, which immerses the children in their learning and fosters a love for reading, a passion for discovery and confidence to explore the world around them.
We follow the National Curriculum programmes of study and have tailored our school curriculum to meet the needs of all of our learners, providing them with the essential knowledge, understanding and skills necessary.
A range of high-quality texts have been carefully chosen to enrich the teaching and learning linked to out half-termly topics and provide memorable and enriching experiences for our pupils.
We believe English underpins the work undertaken in all other areas of the curriculum and is essential for educational and social progress. The acquisition of language skills is of the utmost importance and, therefore, the teaching of all aspects of English is given high priority within school. Overall, our English curriculum provides our pupils with the necessary life skills for the opportunities, responsibilities and experiences they will undoubtedly face in life beyond Bolsover.
- 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; they should be able to elaborate and explain clearly their understanding and ideas
- are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.
Assessment in Reading
A range of assessment techniques and tools are used by the teachers to generate information. Assessment is part of a process for making inferences (inferences are a combination of both assessment information and teacher judgement).
Assessment of reading takes place during each reading session. The assessments formed allow class teachers to provide ongoing next steps for the pupils so they can identify how to become a better reader. To support staff with their assessments in reading, we have progression grids which allow them to identify that age at which a child is working. The assessment of reading enables a clear progression to be seen from Year 3 to Year 6 and is broken down further for each year group into working towards, at the expected standard and working at a greater depth (at a higher standard).
Every term, we carry out summative assessments in reading using Rising Stars NTS Assessments tests. For this, pupils will complete a reading assessment that is then marked and feedback is provided. Using the MARK software, pupils marks for each question are inputted and gaps can then be identified. This is then used by teachers when planning the focus and sequence for their shared reading sessions along with interventions.
Pupils are involved in the assessment process in reading. A pupil’s perspective on assessment in reading, includes:
- Taking part in self and peer evaluation.
- Talking (partners) – the pupils do more of the talking in an AfL culture – importance of talk (partners).
- Making decisions and choices about their learning.
- Regular feedback - what’s good and how to improve.
- Feeling confident to question, challenge and seek help.
- Encouraged to think about and articulate opinions.
Assessment in Writing
A range of assessment techniques and tools are used by the teachers to generate information. Assessment of writing takes place during each writing session. The assessments formed allow class teachers to provide ongoing next steps for the pupils so they can identify how to become a better writer. To support staff with their assessments in writing, we have progression grids which allow them to identify that age at which a child is working. The assessment of writing enables a clear progression to be seen from Year 3 to Year 6 and is broken down further for each year group into working towards, at the expected standard and working at a greater depth (at a higher standard).
Each term, we formally assess pupils’ hot writing tasks. This enables us to identify clear targets for our pupils and allows teachers to adapt teaching sequences as needed.