Writing at Holywell Green

 

Curriculum Quality Indicators- English

Intent

·         We want pupils to leave school with high standards of language and literacy, having a strong command of the spoken and written word, and having developed their love of literature through widespread reading for enjoyment.

·         English forms a vital part of our curriculum, in both discrete lessons and through cross-curricular links.

·         Spoken language skills are taught directly and reinforced in other contexts and practised across the curriculum.

·         The teaching of knowledge and skills is sequenced and structured in line with the National Curriculum English programmes of study.

Implementation

·         There is a strong implementation of the curriculum as observed through observations, teacher plans, work scrutinies and assessments.

·         English skills are practised across the curriculum in topic lessons; however more opportunities could be made in planning English lessons around topics (drama, non-fiction writing)

·         Teacher subject knowledge is consistently strong across the school.

·         Lessons are appropriately staffed as English is timetabled when classes have support assistants to work alongside the teacher. This enables differentiated activities to take place and ensures all groups can access the curriculum.

·         This subject is well resourced. Time allocation is good for all aspects of the English curriculum

Impact

·         The English curriculum is having an impact as indicated by positive national test data.

·         Pupils learn the content outlined in the curriculum and make expected progress throughout the school, achieving at or above national standards by the end of KS2.

·         Pupils are ready for the next stage of their education having acquired the knowledge and skills they need.

·         There are clear methods to check what pupils know, can do and understand which informs teaching.

Formative assessment: learning goals, next steps, thinking time, talking partners, asking open questions, verbal feedback, self/peer assessment, SPAG games, smiley faces and arrows for children to indicate how well they understand a task.

Summative assessment: occur at different intervals such as weekly, at the end of each term, or at the end of the year.

These assessment types are complementary and provide information to indicate pupil progress and achievement in the knowledge and skills in English.

Writing in a nutshell

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Long Term Writing Plan

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