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English

Intent
At The Trinity, we believe that a quality Literacy (English) curriculum should develop children’s love of reading, writing and discussion. We aim to inspire an appreciation of our rich and varied literary heritage and a habit of reading widely and often. We recognise the importance of nurturing a culture where children take pride in their writing, can write clearly and accurately and adapt their language and style for a range of contexts. We want to inspire children to be confident in the art of speaking and listening and who can use discussion to communicate and further their learning.
We believe that children need to develop a secure knowledge-base in writing, which follows a clear pathway of progression as they advance through the primary curriculum. We believe that a secure basis in literacy skills is crucial to a high quality education and will give our children the tools they need to participate fully as a member of society.

Implementation
These aims are embedded across our literacy lessons and the wider curriculum. We have a rigorous and well organised English curriculum that provides many purposeful opportunities for reading, writing and discussion. Teachers adapt the Hamilton Scheme as appropriate to their classes, but also ensure that cross curricular links with concurrent topic work are woven into the programme of study. Our curriculum closely follows the aims of the National Curriculum for English 2014.

The national curriculum for English 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.

In addition to daily literacy lessons, children excel in early reading through the use of the RWI programme from reception – year 2 and continue to develop a range of reading skills, as well as a love of reading through Bug Club, IDL and home readers.
We use a wide variety of quality texts and resources to motivate and inspire our children. We also provide a wealth of enrichment opportunities.

 

 

 Handwriting 
 All teachers have high expectations in the presentation of work in all areas of the curriculum. At The Trinity, direct teaching of handwriting takes place during the week where we firstly teach the children how to form cursive print including any pre-joins using the scheme "Letter Join". This then leads on to teaching the children to form cursive joined handwriting. Children are given opportunity to practice letter formation and joins at given times throughout the week as appropriate. 

 
Cross-Curricular English Opportunities: 
 
Teachers will seek to take advantage of opportunities to make cross-curricular links. They will plan for pupils to practise and apply the skills, knowledge and understanding acquired through English lessons to other areas of the curriculum. It is expected that the standard of writing produced in other subjects such as RE, Science and Humanities is of the same standard as in the writing in their English books. This includes any non-negotiables such as ensuring the children are using a standard of punctuation and grammar that is to be expected for their year group. 

Phonics, Spelling and Grammar

 
In Key Stage 1 children have a clearly structured daily phonics session. At The Trinity, we use the Read Write Inc. phonics programme. This is differentiated in each class and children are placed into specified groups (within their bubble) to ensure that all children access phonics teaching and learning appropriate to their needs. 
 
In Key Stage 2, teachers use the Silcock Spelling Scheme as a basis for the teaching and learning of spelling. Where appropriate, RWI is used to help children who needed extra spelling support in spelling. Key Stage 2 also follow the Classroom Secrets programme of study. A whole-school approach ensures that all gaps are covered and there is clear consistency throughout. 
 
At the end of Year 1, the children are assessed using the Year 1 Phonics Screening test. Any children who fail this are then given additional support in Year 2. This year, Year 2 children will also be assessed at the end of the year.

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