The intent for our curriculum is to ensure our learners are competent communicators in both written and spoken language; to enlighten learners through both the non-fiction and fiction texts they read; to ensure learners have the requisite literacy skills to flourish in the world work; to engender an appreciation of the power of language.
Therefore, English skills and concepts are sequenced in a way that they are progressively challenging and build upon prior skills and knowledge. This will be underpinned by continual development of core writing, reading and oracy skills. Our intention is a curriculum design that gives our pupils the knowledge, skills and understanding to be healthy, safe and responsible young adults, where engagement and enthusiasm are consistently evident. Up to date research will continually inform our curriculum planning. We will achieve this through five strands of learning:
Link new subject knowledge to prior experiences, thus building cognitive pathways and associations.
To deliver a curriculum that is relevant and enlightening to the young people in our community.
To deliver a curriculum that emphasises and reinforces the use of technical language and adventurous vocabulary.
To create opportunities for fluency, practice and repetition in order to improve retrieval and so deepen understanding, which is essential to strengthen learning.
To deliver a curriculum which has assessment for learning at its core, using a range of feedback strategies to develop pupils’ metacognition and so move their learning forward.
Our curriculum and classroom practice will reflect Rosenshine’s ten principles of instruction, whilst we also intend to build on the Key Stage 2 Curriculum provide by The Grange Primary Sector.
We are currently working with Childer Thornton English Hub to renew our phonics scheme.
We have been using Letters and Sounds, however this has not been validated by the DfE. The English Hub have supported us with an audit and are currently working with us to purchase a new scheme and books, train staff and introduce a validated Systematic Synthetic Phonics Scheme.