... the teaching of English at Eskdale delivers a high quality English curriculum that gives children the best possible opportunities to become confident, literate, successful members of society with a deep love and understanding of the English language and literature. The teaching of Literacy skills at Eskdale is rooted in all five of our core values and we believe is central to improving a child's life chances and therefore should lay the foundations for English teaching beyond key stage two.
*communicating clearly, learning through discussion, elaborating and explaining their understanding and ideas.
*being competent speakers and listeners, able to formally present their knowledge, demonstrate their understanding and debate key issues, showing an increasing awareness that speaking and listening are the building blocks to successful writing.
*developing a firm phonic knowledge (to decode unfamiliar words, speedily recognise familiar, printed words and form the basis for sound spelling skills) to provide a foundation for further reading skills.
*reading rich, varied texts with fluency and understanding, nurturing an increasing love for reading following our ‘Pleasure Principle of Reading’, developing a real appreciation for the wealth of literature on offer, past and present.
*reading widely and often, both fiction and non-fiction for enjoyment and for learning, recognising when to use the various active skills of reading:-
Reading Aloud – careful, complete and with voice projection and expression (often during our BOOK TALK and comprehension sessions as well as for our core subjects to aid clarity).
Scanning and Skimming – rapid, selective and silent (often used for researching foundation subjects, for timed comprehension questions etc.).
Critical reading (text marking) – underlining sections, making notes, adding questions, marking/ highlighting vocabulary etc. – (inference strategy).
Proof reading – checking for errors (used a great deal during our writing process).
Reading for learning – close reading, slower, inwardly considering (when learning new knowledge in both core and foundation subjects.)
Reading for pleasure – own chosen style, mid-paced and the choice to read more/less. We promote the Pleasure Principle of Reading taken from BOOK TALK.
*writing competently and cohesively, in and for, a range of contexts, purposes and audiences, adapting their style and use of language appropriately.
*using their increasing knowledge of punctuation, grammar and spelling rules (SPAG) alongside a deepening understanding of phonics and an expanding vocabulary to develop the skills of reading, writing and spoken language.
English is taught daily within various contexts and opportunities are taken to make cross-curricular links wherever possible. A three week, Reading and Writing Journey at Eskdale begins with an in-depth analysis of a chosen text followed by further reading for understanding, SPAG and vocabulary activities, (taught both discretely and within context). Modelled, guided and shared writing tasks follow, culminating in an independent writing task at the end of the cycle, where pupils are able to redraft and edit their written work. The cycle also builds in the opportunity for pupils to reflect on their learning by using tailored success criteria and check lists to support an articulation of where they are in their learning journey and where they need to travel to next. Linked to this, are regular Book Talk sessions, which provide our children with the opportunity to share and discuss good quality texts in more depth within small groups, focusing on verbalising ideas, rehearsing and structuring personal responses. These then feed into regular reading for understanding sessions, where pupils practice identifying authorial choice and the key reading skills of inference, deduction, skimming, scanning, predicting, clarifying, questioning and summarising.
... both learning more and remembering more. Our method of teaching (pedagogy) incorporates meta-cognitive strategies to enable all pupils to retain the learning of both skills and knowledge. This is typically applied by:
- Activating prior knowledge
- Small steps teaching delivery
- Independent practice