Communication understanding English and languages

Report
12/13 13/14
School Action Plan
Working Party Agreement & Guidance Notes
Language is the blood of the soul into which thoughts run and out of which they grow. ~Oliver Wendell Holmes
Learn a new language and get a new soul. ~Czech Proverb
St. John’s CE Primary School
Communication, Understanding English and Languages Policy and Yearly Plans
St John’s CE Primary Working Party Policy
Cycle of Development for Communication, Understanding English and Languages
Working Party Statement-English
As members of the Communication, Understanding English and Languages working party we embrace the
thinking that English is vital way of communicating in school, in public life and internationally. Literature in
English is rich and influential reflecting the experience of people from many countries and times. In studying
English our learners develop skills in speaking and listening, reading and writing. It enables them to express
themselves creatively and imaginatively and to communicate with others effectively. We pride ourselves on
our learners being enthusiastic and critical readers of stories, poetry and drama as well as non fiction and
media texts. The study of English helps our learners understand how language works by looking at its
patterns, structures and origins. Using this knowledge they can choose and adapt what they say and write in
different situations.
Within the NC Programme of Study for English our learners will participate in planned activities that
promote:
•Speaking and Listening
•Reading
•Writing
During Key Stage 1 Learners will:
Speak confidently and listen to what others have to say. They begin to read and write independently and
with enthusiasm. They use language to explore their own experiences and imaginary worlds.
During Key Stage 2 Learners will:
Change the way they speak and write to suit different situations, purposes and audiences. They read a
range of texts and respond to different layers of meaning in them. They explore the use of language in
literary and non-literary texts and learn how language works.
Working Party Statement – Modern Foreign Languages
As members of the Communication, Understanding English and Languages working
party and in line with the guidance for the teaching of modern foreign languages at
Key Stage 2 we embrace the thinking that the learning of a foreign language in
primary school provides a valuable educational, social and cultural experience for all
learners. Learners develop communication and literacy skills that lay the foundation
for future language learning. They develop linguistic competence, extend their
knowledge of how language works and explore differences and similarities between
the foreign language and English. Learning another language raises awareness of
the multi-lingual and multi-cultural worlds and introduces an international
dimension to learning, giving an insight into a learner’s own culture and that of
others. The learning of a foreign language provides a medium for cross-curricular
links and for the reinforcement of knowledge, skills and understanding developed in
other subjects.
To reflect the guidance for the teaching of modern foreign languages our learners
will take part in activities which develop:
•Listening and responding
•Speaking
•Reading and responding
•Writing
During Key Stage 1 Learners will be taught the knowledge, skills and understanding
through the following areas of study:
They will learn Spanish through a range of cross curricular activities. They will
experience aspects of the culture and learn basic language skills.
During Key Stage 2 Learners will:
Learn Spanish and French. They will learn simple conversational language and will
develop a deeper understanding of the geography and culture of relevant countries
and communities.
The Working Party is responsible for reviewing the themes linked to Communication, Understanding English and Languages.
Collectively they will evaluate the themes covered and make adjustments on the following year to ensure that skills are being
taught. They will present their findings in an Action Plan that feeds into the School Improvement Plan and highlights key
objectives for the following year.
The Working Party will formally meet each term as part of directed time and will evaluate the SIP in July and present the key
aspects for the new academic year as part of the whole school INSET in September.
Leadership and Monitoring
Throughout the year the area of learning will be monitored through:
•Lesson observations by Senior Leaders
•Book Scrutiny and Feedback
•Pupil Interview
•Class presentations through assemblies, curriculum events to parents
•Assessment tracking and reports to parents.
Assessment and Tracking
The assessment of English is a thorough and detailed process. Children are assessed termly against NC levels in reading and writing. APP is used
as a tool to support this work in the Autumn and Spring term. In the Summer term NFER and SATS are used to assess from Years 2 – 6. Year 1
continue to use APP guidance. Phonic screening takes place throughout Early Years and Key Stage 1. Children in Year 1 sit the National Year 1
Phonics Screening Check. Class Teachers use APP as an ongoing assessment of reading.
Reading ages are ascertained using the Salford Reading test. This acts as a guide for ensuring that learners are reading and enjoying texts at an
appropriate level. This tool is used at the start of an academic year and then in an ongoing way to support development of reading skills. Class
Teachers in Key Stage 2 use NFER tests to assess reading in the Autumn Term , optional SATS tests in the Summer Term and APP as an ongoing
assessment of reading progress.
End of year assessments in reading and writing are scrutinized to ascertain which children are exceeding expected progress, meeting expected
progress or falling behind expected progress. Those children not meeting expectations are discussed and necessary interventions are put in place.
Those children exceeding expectations are highlighted for future planning and are then supported by additional challenge and extension.
Tracking grids show the progress the children make from the benchmark of Year 2 as they progress through Key Stage 2. Class teachers are
responsible for monitoring this progress over the year. This is monitored closely by the senior leadership team.
WHAT
HOW
BY WHOM/
WHEN
SUCCESS
CRITERIA
Foster a love of
reading within
pupils throughout
school.
Working party to plan a phonics
meeting/workshop for parents
to share ideas and good practice
regarding supporting their
children with daily reading,
phonics and spelling strategies.
AK & AW to start a book club for
pupils to share their favourite
books.
Working party to plan a theme
for World Book Day.
All classes to plan one library
visit during the academic year.
Continue with successful ‘Author
of the term’ and embed within
the wider curriculum where
appropriate.
Working party to plan and
deliver parents’ workshop during
the Autumn Term.
Book club to be established
during Autumn first half term.
Class teachers to organise library
visits.
Class teachers to promote
Author of the term.
Working party to plan World
Children can confidently choose
a book from the school and a
public library.
Children can retell and discuss
stories.
Children demonstrate a love of
reading and are enthusiastic
about it.
Book Day activities
.
Reading action plan 2012/13
WHAT
HOW
BY WHOM/WHEN
SUCCESS
CRITERIA
Secure and
develop
knowledge of
technical aspects
of English in
accordance with
changes to the
Year 6 SATS.
Discrete grammar lessons
in KS2.
2 x staff meetings led by
PR and the Working party.
Create a scheme of work
for grammar teaching.
Continue using the Pie
Corbett approach when
teaching grammar.
Continue KS2 writing
workshops.
Scrutiny of levelled work
from Pscales to Level 5.
AW to teach discrete
grammar lessons in Yrs
4/5/6.
Working party to work
with PR and JR to plan and
deliver 2 x staff meetings.
Working party and JR to
create a scheme of work
for grammar teaching.
Class teachers to use Pie
Corbett techniques across
school.
KS2 teachers to plan and
deliver writing workshops.
Children have a secure
knowledge of the technical
aspects of English appropriate
to their stage.
Writing action plan 2012/13
WHAT
HOW
BY
WHOM/WHEN
SUCCESS
CRITERIA
Raise the profile
of MFL across the
school.
French to be taught in a cross
curricular way across KS2.
Weekly Spanish lessons to be
taught in KS1 during Activity
time.
International week to take place
in September 2012 whilst
Brazilian visitors are at school.
Christmas theme day 2012 to
have an international theme.
Creating a new international link
for St John’s.
Research possible new funding
from British council.
AW to teach French in KS2.
AK to teach Spanish is KS1
NI to continue to teach Urdu.
Working party to plan outline
for International week.
Working party to plan outline
for Christmas theme day.
AK and DM to research possible
new international links for St
MFL is embedded where
possible during the school day.
Children have some
understanding of the geography
and culture of the country/s
where the foreign language is
spoken.
Children demonstrate
knowledge of communication
skills in target language.
John’s
.
MFL action plan 2012/13
Curriculum Review July 2013 – Communication, Understanding English and Languages
Position Statement
In this area of learning we do the following things well:
•Our learners are confident speakers and will speak to a wide range of audiences.
•77% of Year 1 children passed the Year 1 Phonics Screening Check.
•Children in Year 2 exceeded expectations in terms of attainment in reading and writing this year. St John’s
was in the top 20% of the country for Key Stage 1 writing results (96% of children achieved a level 2b in both
reading and writing)
•Key Stage 2 SATS results show St John’s was in line with National expectation in Spelling, Grammar and
Punctuation, with 77% of children achieving a Level 4.
•94% of Year 6 pupils achieved a Level 4 in reading and writing.
•Early identification of learners needing extra support leading to early intervention programmes which are
well structured and show a high success rate.
•A comprehensive Letters and Sounds programme
•Creativity within English lessons with an emphasis on cross curricular activities.
•Cross curricular approaches for MFL championed by a curriculum leader with a passion for learning in this
area.
•Progress in grammar is assessed using a specific APP grid for grammar.
•A love of reading has been maintained through reading competitions , book-themed days, author of the term
and a reading project for more able readers.
In this area of learning we need to:
•Improve progress in reading by challenging more able readers in Key Stage 2.
•Develop the use of iPads to support literacy lessons.
•Monitor and evidence children’s learning in MFL.
Priority
HOW
BY
WHOM/WHEN
SUCCESS CRITERIA
Raise attainment in reading
across the school by
challenging and supporting
more able readers.
Identify all KS2 children who
achieved a level 3c or above in
reading in KS1 SAT test.
Create and submit
questionnaires for staff,
identified pupils and parents of
identified pupil to build up a
picture of their views around
reading.
Obtain Autumn 2 reading data
from class teachers.
Observe identified pupils
working on a reading task in
their classes.
Interview pupils.
Look at children’s reading work/
assessment materials.
Develop a child-friendly APP grid
for reading and present it via a
staff meeting on challenging
more able readers.
Monitor the impact via
observation, scrutiny of work
and planning.
Reading workshop for parents
of more able readers.
Repeat teacher/pupil/parent
voice to assess impact.
AK – by January 2014
Children expected to achieve a
Level 5 in reading in Year 6 SATS
are identified and all staff are
aware of which children are
more able readers across KS2.
Develop a consistent method
of assessment in reading.
Support children in
understanding their next
steps in learning in terms of
reading.
AK – Spring term 2014
AK – ongoing from Spring term
2014
AK – Summer term 2014
AK has an informed
understanding of how staff,
pupils and parents feel about
teaching and learning in
reading.
Staff feel more confident on
how to assess in reading and
can provide clear targets and
next steps for pupils.
Children are aware of their own
strengths and weaknesses in
reading and can articulate them.
They know their next steps in
reading.
There is a more consistent
approach to challenging more
able readers across school.
Reading action plan 2013/14
PRIORITY
HOW
BY
WHOM/WHEN
SUCCESS CRITERIA
Develop teaching and
learning in English by
through the use of
ICT (ipads)
Plan and present a
‘workshop’ based staff
meeting where good
practice in teaching
English through the use of
ipads is modelled and
shared.
Monitor how ipads are
being used across school
via staff and pupil voice,
learning walk/peer
observation, scrutiny of
planning and children’s
work.
Follow up workshop style
staff meeting to assess
impact.
Repeat staff and pupil
voice.
AK and SZ – Spring term
Staff have a
developing bank of
ideas for how to use
ipads in English
lessons.
Staff have the
opportunity to
‘model’ their own
good ICT practice.
To develop a whole
school perception of
how ipads are being
embedded in the
teaching of English
across school.
AK, SZ and SLT –
Spring/Summer term 2014
AK and SZ – Summer term
2014
Staff feel more
confident using ipads
in English lessons.
ICT (ipads) is more
embedded in the
English curriculum.
Children are more
engaged in English
learning due to more
regular use of ipads
to enhance their
learning.
Writing action plan 2013/14
PRIORITY
HOW
BY
WHOM/WHEN
SUCCESS
CRITERIA
Monitor
children’s
learning in MFL.
Book scrutinies .
Questionnaires for
staff.
Pupil voice.
AW – ongoing over the
academic year.
All KS2 children are
being taught
Spanish/French on a
weekly basis.
Children are given
opportunities to speak,
read and write in the
target language.
MFL action plan 2013/14
Curriculum Review July 2014 Communication, Understanding English and Languages
Position Statement
In this area of learning we did the following well:
In this area of learning we need to develop:

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