‘By following in the footsteps of Jesus,
we are making the heart, mind and spirit soar’
Our actions and words of today are the footprints of our future.
A huge congratulations to Skyla (Y6) and Rudra (Y4) for their fantastic achievements in the Staffordshire Future Journalist Award Competition! Well done to everyone who took part!
Click here to read Skyla's super journalist entry.
Click here to read Rudra's fantastic journalist entry.
By the time children leave our school, we intend for our pupils to build their vocabulary to communicate through speaking and listening, reading and writing, with increasing confidence, fluency and understanding. By the end of primary school, we aim to provide children with the combination of essential literacy strategies and increase the depth and breadth of their knowledge and skills. This will enable our children to apply these to a variety of audiences and purposes and when communicating with the world at large.
We intend to make every effort to foster an enjoyment of literature and a love of reading and writing!
In the Foundation Phase, children are immersed in language-rich experiences and activities. They are given a wide range of opportunities to enjoy reading, mark-making and writing experiences from Nursery.
At Key Stage 1, learners build on the skills, knowledge and understanding acquired during the Foundation Phase. The achievement of progress is continued through KS1 and into KS2 through an integrated programme of Speaking (spoken word), Listening, Reading and Writing. Learners are presented with experiences and opportunities that inter relate the requirements of the skills and range of sections of the Programmes of study. They become competent readers and writers, writing clearly and coherently in a range of forms and for a range of audiences and purposes.
English is predominantly taught through:
- Read Write Inc Phonics
- Read Write Inc Comprehension
- Read Write Inc Literacy and Language
- Text Based Units
Click on the link above to learn more about Read Write Phonics.
We use research based evidence to support our teaching of English and use some of the recommendations outlined by the Education Endowment Foundation.
- To develop pupils’ confidence in themselves as skilled communicators, to make relevant contributions and learn how to listen attentively to others
- To enable pupils to adapt their speech to a widening range of circumstances and demands
- To develop pupils’ interest and pleasure in reading, so that they can read independently, understand the meaning and express preferences about their reading
- To ensure that pupils read with fluency, accuracy and understanding across a range of texts, both fiction and non-fiction
- For pupils to enjoy writing and to see the value of it
- To provide stimulating opportunities for pupils to be creative writers of text and to express themselves, in writing, with confidence
- To enable pupils to become independent writers of texts, which are accurately spelled, punctuated correctly and which communicate meaning in narrative and non-narrative forms
- To be able to write for a range of purposes and audiences.
- To develop pupils’ understanding that writing is essential to thinking and learning across all curriculum areas
- For pupils to be confident in using the writing process (planning, drafting, sharing, evaluating, revising, editing and publishing) to improve their written work and sustain their writing for a range of purposes and audiences.
- To enable pupils to develop legible handwriting in both joined and printed styles with increasing fluency and speed
- To enable pupils to use non-fiction and non-literary texts in order to access information for themselves including computer based information texts
- For pupils to be able to use computing as an effective means of communication and an effective tool for learning
- For pupils to be well challenged and for pupils to be supported to overcome any potential barriers to learning.
It is our view that the pupils in our school should be taught in a safe, secure and stimulating environment enabling each and every child to achieve their potential in the areas of English and Literacy.
We wish to make every effort to foster an enjoyment of literature and a love of reading and writing!
MASTERY IN ENGLISH
At St Thomas Aquinas, we have recently adopted a mastery based approach to the teaching of English through a skills-based curriculum. Key genres and key writing skills to be 'mastered' in each year group (year 1-6) have been mapped out to ensure progression across the school. We aim to increase the depth and breadth of our pupils' knowledge through a focus on fewer skills and genres per half term so that they can become embedded and 'mastered'. Children are provided with opportunities to revisit, use and apply skills to a variety of audiences and purposes and within a range of contexts across the curriculum.
We promote mastery in English by extending and deepening children’s reading, writing and speaking and listening skills across challenging contexts. Mastery in English is demonstrated through independence, confidence and flexibility . Teachers aim to deepen children’s understanding further through the use of questioning, problem solving and thoughtful discussions showing enquiry and inquisition.
Year 2 editing and revising their work against their key writing skill.
WHOLE SCHOOL OVERVIEWS
YEAR GROUP EXPECTATIONS (PROGRESSION LADDERS)
(National Curriculum Links are in bold and underlined)
(Teacher Assessment Framework links are in italics)
YEAR GROUP WRITING MATS
NATIONAL CURRICULUM SPELLINGS