English Curriculum at Totley Primary School

Strategic intent

To develop a curriculum which achieves the following:

  • Places the highest priority on reading.
  • Instils a love of English literature and language.
  • Immerses children in knowledge to apply in their writing.
  • Cumulatively sequences the progression of knowledge and skills to enable children to build on prior learning.
  • Enables children to produce purposeful outcomes that they are proud of through challenging children at all levels.
  • Allows children to be creative with their writing.
  • Develops knowledge and uses of a breadth of vocabulary.
  • Exposes children to high quality texts to use for inspiration for their writing and develop knowledge in a range of areas.

Implementation

Writing Content and Sequence

  • The National Curriculum forms the basis of teaching and learning and dictates the curriculum content for writing at Totley Primary School.
  • Learning is progressive. Each level of challenge builds on prior learning and extends thinking. In each Learning Journey, children learn components which then form a composite outcome. Within component steps, children are given the opportunity to acquire/refine and practise/apply their learning.
  • Learning over time is sequenced to ensure that children have an opportunity to revisit and practise objectives through interleaving.
  • Children are taught using the Mastery Learning Journey during which the children are taught through 7 phases: Immerse, WAGOLL, Launch point, Toolkit, PIP, Edit and Check.
  • Learning Journeys are planned to allow children to build on their knowledge from wider curriculum subjects and transfer this into their writing.
  • Grammar objectives are taught as components as part of the Learning Journey as well as discretely when appropriate.
  • Children progress at their individual pace, and there are greater depth objectives planned for all children who are secure within the expected objectives within the Learning Journey.
  • Learning Journeys are sequenced to allow children to build on their knowledge and skills. Key texts are a vehicle to engage children and provide them with the knowledge that they will write about.
  • Vocabulary is a focus and lessons are planned to provide maximum opportunities for children to develop their knowledge and application of tier 1, 2 and 3 words.

Writing Teaching and Learning, Assessment and Feedback

  • Each lesson is part of a journey. Children understand that lessons are cumulative and there is a clear sequence in place in order for children to be aware of how they are progressing through the journey in order to produce their very best outcome.
  • Formative assessment is used constantly in order to determine children’s starting points, to address misconceptions and to challenge children appropriately each lesson.
  • Feedback is given in line with the Feedback Policy. Children are given live feedback through yippee yellow and VF. Children are then given the opportunity to respond to this at the same point in time.
  • Knowledge is imparted to the children in order for them to develop their understanding. Children are then given the opportunity to acquire/refine or practise/apply their skills.
  • Children’s starting points each lesson are decided upon based upon prior learning and teacher assessment.
  • Scaffolding is in place for children to enable them to access the tools they need each lesson through teacher or teaching assistant support, learning walls and spelling, vocabulary and skills mats. When children have gaps in their knowledge, tailored additional provision in planned for.
  • Children are given the opportunity to think through and write their ideas down before learning new skills. This reduces cognitive overload when children compose texts during the PIP phase.
  • Children’s writing outcomes are also used for formative and summative assessment. Next steps for individuals or the whole class are identified, and planning is amended in response to this.

Impact

  • Nearly every child is an accurate and effective writer, who can write for a range of audiences and purposes.
  • Children leave Totley Primary with a breadth of vocabulary knowledge which is used within spoken English and their writing.
  • Children leave with a deep understanding of how to write grammatically accurately.
  • Children of all abilities, and from all backgrounds, those who are disadvantaged, and those with SEND achieve well in lessons.
  • Attainment outcomes are high. Nearly every child achieves the expected standard in reading and writing by the end of Key Stage 2. A high percentage of children reach greater depth within the standard in both reading and writing.
  • Average progress is good, with children exceeding national expectations for expected progress.
KS2
  2016 2017                    2018 2019
Reading

 

Progress

% ARE

% GDS

Scaled Score

4.11

87%

32%

107.1

2.90

100%

45%

109.1

0.64

97%

34%

107.7

3.71

100%

58%

110.2

Writing

 

Progress

% ARE

% GDS

4.08

97%

35%

3.38

100%

42%

2.64

97%

44%

3.08

100%

45%

Combined R/W/M % ARE

% GDS

83%

19%

90%

16%

94%

25%

97%

12%

KS1
  2016 2017                    2018 2019
Reading

 

% ARE

% GDS

83%

23%

90%

30%

74%

29%

83%

28%

Writing

 

% ARE

% GDS

80%

23%

80%

20%

74%

26%

78%

18%

Combined R/W/M % ARE

% GDS

83%

13%

77%

13%

71%

26%

76%

12%

Y1
  2016 2017                    2018 2019
Y1 Phonics % met standards 90% 83% 87% 90%
EYFS
  2017 2018 2019
Reading

 

% ELG

% Ex ELG

85%

17%

87%

27%

87%

11%

Writing

 

% ELG

% Ex ELG

85%

10%

85%

17%

87%

10%

GLD % GLD 83% 85% 87%