English
Our english curriculum is enquiry based, fully inclusive and meets the needs of all learners, starting from building strong foundations in our EYFS, supporting and challenging them on their journey to being secondary ready, and ultimately ensuring that they are equipped with the cultural capital, skills and knowledge they need to succeed in the future.
Meet our English Leads
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Miss S Burns
Miss S Burns
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Mrs S Elsom
Mrs S Elsom
English Intent
Our vision for English is to empower our pupils as effective language users, for language is the principal means by which we think, define what we experience and communicate with other people. English is at the heart of our primary school curriculum, as it is both a subject in its own right and also the medium of instruction for all other subjects.
We aim for all of our pupils to become confident speakers, readers and writers, who can transfer their English skills to other subjects and who are prepared for the next steps in their learning. We empower our pupils so that they can develop into eloquent and articulate speakers and writers, who use a wide and purposeful vocabulary. We encourage our pupils as readers, who select texts for purpose and pleasure. Books and reading are at the heart of our English curriculum. Our literary based curriculum is built upon quality picture books, novels and non-fiction texts, which support children on the journey to become confident readers and writers.
Reading Intent
At Biggin Hill Primary Academy, we value reading as a key life skill, and are dedicated to enabling our pupils to become lifelong readers. We believe reading is the key to unlocking the imagination and essential for academic success.
Our aims for our children in reading are to have:
- Excellent phonic knowledge and skills
- Fluency and accuracy in reading across a wide range of contexts throughout the curriculum
- Knowledge of an extensive and rich vocabulary
- An excellent comprehension of texts
- The motivation to read for both study and pleasure
- An extensive general knowledge through having read a rich and varied range of books.
Writing Intent
At Biggin Hill Primary Academy we endeavour to create a love of literacy. This is achieved through the study of quality texts which the children analyse, identifying features which they can use in their own writing. Of course the teaching of grammar, punctuation and spelling go hand in hand, so that the children are equipped with the attributes to become skilled writers.
Our aims for our children in writing are to have:
- The ability to write fluently, using interesting detail on a range of topics throughout the curriculum
- A vivid imagination which makes readers engage with and enjoy their writing
- A highly developed vocabulary
- An excellent knowledge of writing techniques to extend detail and description
- Well organised and structured writing which is coherent and includes a variety of sentence structures
- Excellent transcription skills ensuring their writing is spelt and punctuated correctly and presented well
- The ability to re-read, edit and improve their writing so every piece of writing they produce is to the best of their ability and better than the last
- A love of writing and an appreciation of its educational cultural and entertainment values.
Throughout their time at Biggin Hill Primary Academy, children will develop their skills by exploring a whole range of different genres, with a focus on studying a range of models of excellence, using these to guide the drafting and editing process. It is important that we not only develop a real enjoyment of writing in English lessons, but in all subjects across the curriculum. We expect the highest standards of writing every time a child writes in any subject.
Early Learning Goals
Writing
Composition
Children at the expected level of development will:
- Write recognisable letters, most of which are correctly formed
- Spell words by identifying sounds in them and representing the sounds with a letter or letters
- Write simple phrases and sentences that can be read by others
- Invent, adapt and recount narratives and stories with peers and teachers
- Participate in a small group, class and one-to-one discussion, offering their own ideas, using recently introduced vocabulary
- Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate
- Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher
Vocabulary, Grammar and Punctuation
Children at the expected level of development will:
- Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate
- Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher
- Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary
- Make use of props and materials when role playing characters in narratives and stories
- Invent, adapt and recount narratives and stories with their peers and their teacher
- Perform songs, rhymes, poems and stories with others, and (when appropriate) try to move in time to music
Writing at Biggin Hill
We use strategies taken from the Talk for Writing model (from EYFS to Year 6) to teach a text type whilst also meeting National Curriculum objectives. Core texts have been planned to ensure that there is progression and challenge across each year group, building upon texts learnt previously.
All English lessons teach a specific genre which includes narrative, non-fiction and poetry units. The text genres taught are mapped out, so that all pupils throughout Biggin Hill have experience of studying a variety of text types and contexts.
In EYFS they also follow the same Talk4Writing programme with a clearer focus on children ‘imitating’ and internalising the text, slowly building up to more independent writing. In both FS1 and FS2, non-fiction and fiction text types are covered. Traditional tales provide the starting point for much of the literacy content.
The three stages of the writing process are imitate, innovate and independent application which are followed in each unit of work.
Imitate
Children learn each core text using actions and text maps to help them internalise the language structure.
Innovate
Once children have internalised the core text, they are then able to change aspects of it, in order to create their own text using the structures of the original.
Independent Application
Children use what they have learnt to create their own independent text -narrative, poetry or non-fiction - in the style of the original.
The fiction text genres are:
-a wishing story
-a defeating the monster story
-a losing story
-a warning story
-a suspense story
-a journey/adventure story
-a rags to riches/change story
-a fantasy/portal story.
Each year group covers each of the six genres of non-fiction text types every year.
The non-fiction text genres are:
-instructions
-persuasion
-discursion
-recount
-non-chronological report
-explanation.
Spoken
Spoken Language
Children at the expected level of development will:
- Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions
- Make comments about what they have heard and ask questions to clarify their understanding
- Hold conversation when engaged in back-and-forth exchanges with their teacher and peers
- Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions
- Explain the reasons for rules, know right from wrong and try to behave accordingly
- Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate
- Be confident to try new activities and show independence, resilience and perseverance in the face of a challenge
- Sings a range of well-known nursery rhymes and songs
- Perform songs, rhymes, poems and stories with others, and (when appropriate) try to move in time to music
- Participate in a small group, class and one-to-one discussion, offering their own ideas, using recently introduced vocabulary
- Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher
- Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary
- Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role play
- Make comments about what they have heard and ask questions to clarify their meanings
- Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words
- Talk about the lives of the people around them and their roles in society
- Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps
- Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and (when appropriate) maps
- Share their creations, explaining the processes they have used
- Invent, adapt and recount narratives and stories with their peers and their teacher
- Perform songs, rhymes, poems and stories with others, and (when appropriate) try to move in time to music
Reading
Word Reading
Children at the expected level of development will:
- Say a sound for each letter in the alphabet and at least 10 diagraphs
- Read words consistent with their phonic knowledge by sound-blending
- Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words
Comprehension
Children at the expected level of development will:
- Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary
- Anticipate (where appropriate) key events in stories
- Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role play
- Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions
- Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate
- Make use of props and materials when role playing characters in narratives and stories
- Invent, adapt and recount narratives and stories with their peers and their teacher
- Perform songs, rhymes, poems and stories with others, and (when appropriate) try to move in time to music
English National Curriculum Aims
In line with the English Programmes of Study KS1 and KS2 the school aims to ensure that all pupils:
- 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.
For further information regarding the National Curriculum for English, please click here.
From the beginnings of teaching in our EYFS, we endeavour to encourage our children to develop a love of books.
At Biggin Hill Primary Academy, we believe that all children are entitled to a broad and balanced English curriculum, which is delivered in a way that recognises the varied needs of our children and allows each individual to maximise their learning potential; preparing them for the application of English skills across the whole curriculum and life beyond education, equipping them to become useful members of society.
English is an integral part of education and society. A high-quality education in English, teaches children the art of speaking and listening, how to write and communicate ideas coherently for different purposes and how to read fluently with good understanding. Through reading and literature in particular, children have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Being immersed in good quality literature develops pupils’ acquisition of a wide vocabulary and allows children to explore and appreciate our rich and varied literary heritage. As our school's ethnic minority profile is below both local and National percentages, our English curriculum promotes the rich diversity which is found in modern Britain. We carefully choose the literature we study with the children, so that we can plan for purposeful opportunities to discuss important aspects of British values, mental health, well-being and citizenship, thus developing children’s cultural capital. We promote a love of literature through widespread reading for enjoyment.
Promoting daily reading is a priority. Pupils are read to frequently – timetables show regular interactive story sessions and have daily guided reading lessons which incorporates teacher focus groups and access to Reading Plus. Reading Plus is an online reading programme which is personalised to the children's reading level. This can be accessed through guided reading sessions and through reading at home. For further information, please speak to your child's class teacher.
The Book Band system is used to broaden the genre and variety of books which pupils encounter. Phonically regular books are used in EYFS, KS1 and beyond if necessary. Reading record books are monitored throughout the school tracking the reading development of pupils strengthening communication between home and school.
Vocabulary
Pupils need to develop a wide vocabulary and a rich understanding of the meaning of words encountered, this is something which all teachers are mindful – we need to recognise and remediate the vocabulary gap. All classes have ‘What do words mean?’ display / working wall, which is added to regularly. All classes have vocabulary banks which are used across the curriculum. Vocabulary to develop background knowledge is overseen by subject leaders.
English Impact
The impact of the English curriculum is measured through lesson observations, subject specific learning walks, teacher and pupil discussions and data analysis. The school leadership team, subject leaders and governors relentlessly drive the English curriculum forward and monitor it vigorously.
We believe in immersing our children in texts by reading and analysing the texts of a skilled, expert writer. This is important as through this emersion, children become aware of the language skills of a writer and use this as a model for their own writing. Using this model, children develop greater competence in the conventions of spelling, punctuation, sentence structures and text organisation. Knowledge and skills are well sequenced and develop incrementally.
Tracking children’s progress throughout their school life is vital in order to establish their acquisition of knowledge. At Biggin Hill Primary Academy, learning always starts with the children’s prior knowledge and any misconceptions they may have. This can be achieved in several different ways; teachers decide upon the most appropriate, age-related way of obtaining the children’s prior knowledge. Units of work are then personalised to the needs of the groups of learners. Any misconceptions that arise throughout the unit are identified and addressed appropriately. End of topic assessment takes place to assess their attainment. Assessment in English will also gather further information on summative and formative assessments in speaking, reading, writing, grammar, spelling and phonics. This will be recorded on FLiC showing a growing portfolio of skills and knowledge that each child has acquired.
Useful Information for Parents
Encouraging Your Child to Become an Independent Reader
Read Write Inc Reading Guide - Booklet 1
Read Write Inc Reading Guide - Booklet 2
Further Info About English in the Curriculum
How You Can Help with Reading at HomeWe would like the family / carers at home to help us in our aims by reading books with their child and making comments in their child’s reading record. By the time children leave Biggin Hill we hope our children are competent readers who can recommend books to their peers, have a thirst for reading a range of genres including poetry, and participate in discussions about books, including evaluating an author’s use of language and the impact this can have on the reader.
English Implementation
