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English

‘Everyone Equal Everyone Happy’

 

The Subject Leaders for English are Mrs. L. Whelan and Miss A. Frith

English Statement of Intent

The intention of the English curriculum we offer at South Hiendley Primary School is to give children a competence in English that enables them to communicate effectively at home, at school and in the wider world, leading to improved life skills and wider opportunities. We intend to develop skills of speaking, listening, reading and writing, including all of their essential inherent skills, enabling children to organise and express their own thoughts and to access the knowledge and ideas of others. An understanding of how language is the vehicle for communication in both oral and written forms is paramount in our thinking and planning. To become literate, children need to understand that writing is a representation of speech, and that both come in a variety of forms linked to purpose. At South Hiendley Primary School, we are intent on teaching children that these aspects of language are inextricably linked, and can rarely be experienced or learnt discretely.

AIMS

At SHS, we aim to give children the opportunity and encouragement to:

  • nurture a love of language and all that it encompasses
  • speak clearly, adapting their spoken English to suit the audience
  • listen with concentration, and respond appropriately to what they have heard
  • recognise the difference between informal spoken and written language and Standard English, and be able to apply this to their speaking and writing appropriately
  • recognise English as being completely cross-curricular and essential as a basis to all learning
  • recognise the link between reading and writing
  • develop a love of books, read for enjoyment, and be able to evaluate texts and justify preferences
  • read and write with confidence, fluency and comprehension
  • use a full range of cues to facilitate reading and spelling, including phonic, graphic, syntactic and contextual
  • develop an interest in words and their meanings, and therefore have an increasingly mature spoken and written vocabulary
  • be confident in ‘having a go’, rather than staying within their safety zone, especially in their choice of vocabulary
  • develop imagination and inventiveness
  • understand the features of, and be able to read and write in, a range of genres in fiction, non-fiction and poetry
  • use technical vocabulary appropriate to a genre to enable understanding, and to facilitate discussion of their reading and writing
  • plan, draft, improve and edit their own writing
  • use a fully cursive, fluent and legible handwriting style


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