Part of the Faculty of English and Humanities
- Mr J. Brown
English Subject Leader:
- Miss K. Erskine
- Ros Ferrara (English Consultant)
At Milton Primary Academy, we believe that the basic skills taught in English are pivotal to life, and support children’s development in all other areas of the curriculum. As a result, we work hard to develop children’s understanding of the subject content taught within this curriculum area and the children’s confidence to apply this in all other aspects of their learning.
Fundamentally, we want our children to be confident readers, writers and communicators by the time they reach the end of their primary education, and this is why we place such emphasis on the teaching and learning of spellings phonics, oracy. With this in mind, the recent expansion of our academy library supports our ethos that each child should have ‘the right book at the right time’ as we believe that this is one of the most important tools to enable them to fulfil their potential and make outstanding levels of progress.
Principles of Outstanding English
These are the ‘Principles of Outstanding English’ at Milton Primary Academy. They were devised and agreed by the children and staff in January 2020, informed by the way we feel that English should be taught across the Academy.
Principle 1: Children are excited and enthusiastic about English.
Principle 2: Children enjoy reading and all children have access to ‘the right book at the right time’.
Principle 3: Children develop their oracy through group discussions and debates to allow and this allows them to become effective communicators.
Principle 4: Teachers use a range of effective assessment strategies to inform the planning and teaching of English.
Principle 5: Teachers introduce children to a range of age-appropriate grammatical terminology, and they use this confidently.
Principle 6: Children and adults appreciate the awe and wonder of literature, making links to how, where and why it forms part of their everyday lives.
Principle 7: The progression of English and grammatical skills and conceptual understanding is carefully planned for and clearly evident.
Principle 8: Early reading is a priority and enjoyment for reading is modelled by a range of adults.
English Subject Leader
My name is Miss Erskine and I am the English subject lead at Milton Primary Academy. My role is to ensure that English (reading, writing, spelling, phonics and oracy) is taught to a consistently high standard that enables all children to fulfil their potential and my main goal is to ensure that each child leaves our academy with the skills that they need to be successful in their everyday life. With this in mind and through our carefully planned English curriculum, all children at Milton Primary Academy are exposed to the wonders of the English language on a daily basis.
In line with my own ethos and current best practice, we encourage each child to foster a love of reading in all that they do at Milton Primary. I fully believe that it is of the highest importance that children are taught as early as possible to respond to and engage with familiar texts and this allows them to understand the joy that comes from storytelling. These early experiences shape the views that our children have of books and the world around them help them to decide which genres they most enjoy.
As English subject leader, I am confident, knowledgeable and enthusiastic and my passions for the subject can be traced right back to my own experiences of English whilst at school. My favourite aspect of English is reading, and I especially enjoy our ‘Enjoyment for Reading’ session at Milton Primary; my favourite book is Holes by Louis Sachar and I love sharing this with my class each year!
At Milton Primary Academy we aim to provide an English curriculum that is creative, inclusive, challenging and inspired by the real-world. It inspires future thinkers, innovators and problem solvers in an immersive environment that stimulates curiosity and supports high-quality learning, allowing each and every learner to fulfil their potential.
In the Early Years Foundation Stage, we teach English through the communication and language, and literacy strands of the Early Years Foundation Stage Framework.
Ongoing experiences and opportunities are planned from the objectives set out for ‘Listening and Attention,’ ‘Understanding,’ ‘Speaking,’ ‘Reading’ and ‘Writing,’ which underpin the curriculum planning for children aged 3-5 at Milton Primary Academy.
The experiences that we provide ensure that children develop a secure understanding of the English language in both spoken and written form. By the end of the Reception year, they will be able to:
- Listen attentively in a range of situations.
- Listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions.
- Give their attention to what others say and respond appropriately, while engaged in another activity
- follow instructions involving several ideas or actions.
- Answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.
- Express themselves effectively, showing awareness of listeners’ needs.
- Use past, present and future forms accurately when talking about events that have happened or are to happen in the future.
- Develop their own narratives and explanations by connecting ideas or events.
- Read and understand simple sentences.
- Use phonic knowledge to decode regular words and read them aloud accurately.
- Read and write some common irregular words.
- Demonstrate understanding when talking with others about what they have read.
- Use their phonic knowledge to write words in ways which match their spoken sounds.
- Write simple sentences which can be read by themselves and others with some words spelt
correctly and others that are phonetically plausible.
KS1 and KS2:
The Primary 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.
With this in mind, our programme of study for English clearly sets out what will be taught and learnt at each point in the year for all year groups.
Cross Curricular Links with English
Fundamentally, everyone’s experience of the world is cross curricular, as everything that surrounds us can be seen and understood from multiple perspectives. Our English curriculum at Milton Primary therefore aims to take advantage of a range of opportunities for children to make links between different subject areas, supporting the use and application of what has already been taught and learned in new and different ways and providing opportunities for deep, meaningful learning.
Mathematics: At Milton Primary, we recognise the importance of not only understanding and applying mathematical ideas, but also being able to convey them to others. With this in mind, we make links between mathematics and English by: spelling mathematical vocabulary correctly and using it in the correct context; interpreting and discussing the results that we get after collecting data in maths lessons; using inference skills to work out what is being asked of us when we are faced with a worded problem; using a maths dictionary to find information; and also solving comprehension questions in our maths lessons using maths comprehension cards.
Computing: Through the use of Accelerated Reader, the children develop their understanding of using iPads and laptops. They independently access quizzes to books that they have completed.
SMSC and British Values: Throughout SMSCD and British Values lessons, the children work hard to develop their speaking and listening skills. Children are encouraged to discuss a range of spiritual, moral and cultural questions giving justifications for their opinions.
History: In history lessons, children’s developing grasp of the English language is applied through the accessing of high-quality, non-fiction texts that provide opportunities for children to conduct independent research during each of their projects. These are available in each classroom for the children’s current unit of learning. The children develop their knowledge of locating information in non-fiction texts through the use of glossaries and indices along with allowing them regular access to how non-fiction writing is organised. In addition to this, project writing is completed each half-term to allow the children to apply their writing skills in another context. At the end of each project, a showcase is also completed where the children communicate their learning to an audience, allowing them opportunities to develop their speaking and listening skills.
Assessment in English
At Milton Primary Academy we all agree that the effective assessment of children’s learning helps us to ensure that each child makes good or better progress so that ‘Together We Achieve Our Best.’ This section therefore outlines the various assessment methods and practices that we use to monitor pupil progress and attainment in English at Milton Primary, and also ensure that the activities that we plan for our children are suitably matched to their ability and level of development.
Formative Assessment (AfL): During the teaching of each National Curriculum unit of learning in English, children’s subject knowledge and ability to apply this is assessed day-to day through formative assessment by their class teacher. A range of low-stakes assessment activities are carried out in various forms, including the completion of spelling tests, Accelerated Reader quizzes, independent writing activities and class discussions. Many of the formative assessment tools that we use are done so at the teacher’s discretion, therefore ensuring that they are appropriate for the age of the children and the subject content being assessed.
Summative Assessment: Throughout the year, teachers also make summative judgments relating to children’s knowledge and understanding, as well as their ability to apply this subject content within the associated context. This is recorded on each child’s target card and this document is used throughout the year to track their progress. These are sent home for reading and writing each term to help parents/carers understand children’s next steps in learning.
Statutory Assessment and Reporting: In addition to the formative and summative assessment tools discussed above, teachers of children in years 2 and 6 also complete a National Curriculum Assessment (SAT) of their learning in the relevant key stage. At Key Stage 1, teachers also make a summative judgment relating to the attainment of each child in their class, based on the current teacher assessment framework and the child’s SAT score, and submit this to the local authority.
Educational Visits and Enrichment
At Milton Primary Academy we place great emphasis on the importance of educational visits and visitors to enhance the teaching and learning of English. These visits and visitors, which provide valuable opportunities for learning through first-hand experience, are therefore an integral part of the curriculum and allow our children to make valuable connections between what they have learned in class and their first-hand experiences in the real-world.
Whole School Enrichment and Clubs: During their time at Milton, all children have access to a range of clubs and activities that enrich their experience of the English language. In recent years, this has included whole-academy celebrations on National Poetry Day and World Book Day, a ‘Bringing Words to Life’ festival, reading digest club and also a visit from a children’s author! What’s more, some children also enjoy taking part in a creative writing club with Miss Manders, and the writing that they produced was nothing short of amazing!
At Milton Primary Academy we believe that the view of every pupil is important to ensure that we provide the best education possible. Here is a selection of pupil voice collected during the 2019/20 academic year, and in some cases, what we are doing / have done to improve the English education that we provide.
Felix in Year Reception said.. “I liked it when the man from the library read a story to us.”
Scarlett in Year 1 said… “I enjoy Mr Brough reading stories because he does lots of funny voices.”
Grace in Year 3 said… “I would like a new library area.”
Will said it… we did it!! Don’t worry, Grace! Over the summer holiday we are having lots of work done to improve our whole academy library! Ask your mum to keep an eye out on Facebook of what we’ve got in store for you when we publish a first ‘sneak peek!’
Cam in Year 6 said… “World Book Day is really enjoyable because we get to visit different classes are read stories with people that we’re not normally in the same class as.”
Please see below a selection of documents that relate to the intent, implementation, and impact of English teaching and learning at Milton Primary Academy. If you require any additional information relating to this subject, then please contact the subject leader, Miss K. Erskine, via the academy office (firstname.lastname@example.org).