English - Writing
At The Nethersole C of E Academy English is at the heart of everything we do; reading and writing skills are taught across the whole curriculum and children given the opportunities to showcase their talents in all aspects of their learning.
It is our Intent that children are inspired by high-quality literature and a range of stimuli; we promote a love of language and writing through daily lessons using a variety of quality novels, picture books, and poems. During the school week your child will experience a range of speaking and listening, reading, writing, grammar, spelling and vocabulary activities. Writing for a variety of purposes and audiences; children will apply their growing knowledge and understanding to communicate their ideas fluently and with detail covering a range of writing genres.
Writing at Nethersole is well-organised and structured. We strive to ensure that children take pride in their presentation using their transcription skills to ensure their work is well-presented with correct punctuation and spelling drawing from their knowledge of spelling patterns and rules. Children are coached and encouraged to edit and redraft their work, actively responding to ongoing live feedback from teachers and peers during the lesson.
To ensure children are immersed in exciting, age appropriate and challenging texts we have recently adopted the Teaching Booth’s 100 Great Reads for KS1, LKS2 and UKS2, and use this alongside The Power of Reading to ensure that we always choose texts to engage and ignite the passion for literature in our children. We carefully select novels for writing units, guided reading and class texts to share at the end of the day. In addition, we subscribe to Literacy Shed and use quality and engaging film clips to stimulate discussions and writing.
Throughout the school we have adopted a system for teaching sentence structures developed by education specialist Alan Peat. These are complex sentence structures that are used to improve the composition of writing, broken down so that children understand how the words and punctuation fit together. Each sentence type has a name so that children can understand and use them fluently to write exciting, sophisticated sentences using the correct tone for each writing purpose.
Grammar, Punctuation and Spelling
At The Nethersole C of E Academy we believe it is vital that all children should acquire key knowledge and achieve mastery of key skills especially in the teaching of grammar, punctuation and spelling. Throughout the school, writing is taught as part of the daily English lesson and a basic skills lesson allows the children to develop fluency, by mastering grammar, punctuation, spelling and handwriting skills. A recall task allows teachers to assess for learning, opportunities for writing are built in across the curriculum to allow for further application of grammar, punctuation and spelling knowledge and skills.
The National Curriculum underpins our GPS curriculum, children learn the conventions of standard English, and about the tools and techniques for expression and structure that great writers use. The teaching of GPS covers 5 key skills:
At The Nethersole C of E Academy, we believe that to be able to spell correctly is an essential life skill. When spelling becomes automatic, children are able to concentrate on the content of their writing and the making of meaning. We use the No- Nonsense Spelling Programme to teach the strategies, knowledge and skills that children need to become fluent and confident in spelling.
As a school we use the handwriting resource 'Letterjoin', children in Early Years and Key Stage 1 are taught fine motor/ handwriting sessions daily whilst Key Stage 2 are taught handwriting twice per week. Children will have the opportunity to practice their handwriting throughout the school day when recording written work.
English - Reading
'Today a reader, tomorrow a leader.' - Margaret Fuller
It is our intent that children at Nethersole will read widely and often at home and school for pleasure, for research and to expand and enhance their knowledge and understanding across the whole curriculum. Teacher’s foster a love of reading through selecting and sharing quality, exciting texts to capture children’s imaginations. Not only will our children learn the mechanics of reading, they will also read to expand their knowledge and to feed their imagination. Reading is at the heart of our curriculum and our Christian values.
VIPERS is an acronym to aid the recall of the 6 reading domains as part of the UK’s reading curriculum. They are the key areas which children need to know and understand in order to improve their comprehension of texts.
We use the ‘Reading VIPERS’ in our whole class and small group teaching. The VIPERs approach helps to develop key comprehension skills enabling children to become more successful readers. Teachers select high quality, vocabulary rich, age-appropriate texts from The Teaching Booth 100 Great Reads or The Power of Reading to ensure that children are both challenged and captivated by their reading.
During a one or two week period (dependant on age and chosen text), pupils interrogate a text and investigate how to answer questions linked to the VIPERS focus areas.
Find the KS1 and KS2 VIPERS guidelines below for examples of the types of questions that we explore in our whole class reading sessions.
The importance of reading at home cannot be over-emphasised and we hope that children will read for pleasure in their own time. We recommend at least 10minutes daily. Reception and Key Stage One pupils will be provided with a school reading book, which can be taken home to read with a parent or carer. A record is provided for parents to sign when they have listened to their child read. The minimum expectation is for the children to read every day during the school week.
Pupils in Key Stage Two will be expected to take responsibility for their won reading books as necessary. Children can complete their own daily reading record and are encouraged to answer questions each time they read. Parents are encouraged to read with their children as much as possible and are asked to sign their child’s reading record at least once per week to indicate when their child has read.