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English

English teaching and learning is about improving pupils' communication skills.

English teaching at Parkside aims to:

  • Motivate children to communicate
  • Provide tools and opportunities for effective communication
  • Create opportunities to practice communication

The Parkside School aims to equip every child with a high quality education in English which will teach pupils to expand their receptive communication skills, such as attention, listening and reading; and develop their expressive communication skills such as signing, speaking and writing.

We promote a holistic approach to language learning, by rigorously equipping pupils with the tools and skills to become effective communicators; while also providing myriad opportunities and motivations for pupils to communicate both in English lessons and elsewhere in the curriculum.

How will we deliver this?

Phonics:
  • Daily phonics session in all classes.
  • Direct instruction to offer a rigorous and familiar daily practice of phonic sounds, and techniques for blending and segmenting.
  • Signing to support the learning of all phonic sounds.
  • Daily exposure to ‘tricky’ words
  • Access to a range of phonically matched books and texts.
  • A range of multi-sensory phonics games and activities.
  • Whole word reading intervention for some pupils in addition to phonics.
English:
  • Access to a broad, balanced and holistic curriculum featuring a range of topics, culture and perspectives.
  • PSHE and SEMH curriculum designed to promote self awareness and communication.
  • Using Talk For Writing to learn model texts by rote, aurally and with signing.
  • Topic based continuous provision in primary and static classes.
  • Class reader and regular whole class discussion of a text.
  • Cross curricular application of phonics techniques.
  • Access to a wide range of phonically matched books and texts.
  • Wide array of print materials  - fiction and non-fiction, poetry, newspapers, magazines, leaflets, websites etc
  • Reading with an adult at least twice a week.
  • Use of role play to practice social interaction and dramatic characterisation.
  • Cross curricular opportunities to verbalise ideas, explanations and descriptions.
  • Weekly multisensory handwriting sessions.
  • Creative opportunities to ‘invent’ and write for purpose.
  • Secondary pupils access a Functional Skills curriculum, promoting writing for real life situations.

What is our expected impact?

  • To develop a secure knowledge of the 44 phonic sounds and how to blend and segment them for reading and spelling. Pupils will also be able to recognise and write non-decodable sight words.
  • To establish sustained and integrated attention and develop auditory memory.
  • To practice and understand key word signing.
  • To develop fluency, vocabulary and comprehension in order to read for meaning.
  • To experience a range of different topics, narratives, cultures and perspectives to develop knowledge about the world and make connections between concepts.
  • To establish a love of reading.
  • To develop clear speech including all phonic sounds
  • To understand the conventions of social conversation and to develop an awareness of audience, purpose and context.
  • To articulate themselves in discussion and debate and be able to offer an opinion.
  • To develop gross and fine motor skills for good pencil control and accurate letter formation.
  • To organise ideas in writing.
  • To know that writing can take different forms and to be able to structure writing appropriately for purpose.
  • To engage with functional texts and be able to complete practical tasks with increasing independence ie: filling in forms, using websites, responding to emails etc.
  • To know how to say, read and write important personal information, ie: their name and address.
  • To develop confidence in all areas of communication.

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