Menu
Translate
Search

Hobletts Manor Junior School

Hobletts Manor Junior School

Learning and Achieving Together

English

'Learning and Achieving Together'

 

'English has a pre-eminent place in education and in society. A high quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, socially and spiritually. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society.'

 

At Hobletts Manor Junior School we aim to provide a curriculum that is aimed at promoting high standards of language and literacy for all our children. We strive to develop our children's ability to communicate effectively with others, developing both their spoken and written word as well as developing a love and passion for language and reading.

Displays in classrooms and around our school are interactive, support learning and showcase examples of learning. Successes are celebrated and challenges are encouraged.

Reading

 

We love reading at Hobletts Manor Junior School and encourage our children to read widely and often; to become more confident, resilient and fluent readers with a passion for books. 

Daily English Skills lessons provide an opportunity for the children to work independently and as part of a group to develop a range of reading skills including deciding, comprehension, inference and fluency. Children read and explore high quality, age related texts at least twice every week with an adult who provides support and challenge. Direct feedback is provided to the children during their guided lessons and also to parents and carers via  reading records. We recognise that reading widely and often can help to increase a child's vocabulary, spark their imagination and provoke curiosity. Class readers provide further opportunities for children to enjoy reading and hearing high quality texts. 

Our children are expected to read regularly at home, with five times per week being our minimum expectation. We love a challenge and we continue to run our half termly reading challenge  following it's launch in 2016/17. Visits from the librarian promote further community challenges throughout the term and during holidays to keep everyone reading. World Book Day is also celebrated each year.

Writing

 

'Writing down ideas fluently depends on effective transcription; on spelling quickly and accurately through knowing the relationship between sounds and letters (phonics) and understanding the word structure and spelling structure of words. Effective composition involves forming, articulating and comminicating ideas, and then organising them coherently for a reader. This requires clarity, awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar. Writing also depends on fluent, legible, and eventually, speedy handwriting.'

 

 Composition

Our learners are exposed to a wide range of fiction, non-fiction and poetry. We follow a structure for writing that supports the children from the exploration of a text to producing their own independent, quality writing. Our writing cycle provides children with support to plan their ideas, generate vocabulary, and develop their grammar and punctuation. Speaking and listening activities help children to articulate their ideas, while steps to success, specific to the text type, provide children with support and challenge. Editing and redrafting allows children to make mistakes and learn from them. Children are always given time to explore mistakes and to 'grow' as a result. Peer work and assessment also supports the children's development and enables them to celebrate their own and other's achievements.

Year 6 continue participation in a funded project (LILAC) targeted at supporting the development of language across the curriculum.

 

Spelling and Phonics

We deliver weekly spelling lessons dedicated to addressing areas for development and coverage as set out in the National Curriculum. Children engage in a variety of activities, exploring and learning individual spellings and spelling patterns, both independently and as part of a group. Weekly spellings also give the children additional opportunities for rehearsal.

 

Grammar and Punctuation

The children's understanding of grammar is supported in weekly lessons, aligned to the National Curriculum and to need. Grammatical terminology that children in each year group is listed below

Year 3:

Preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted commas

Year 4:

Year 3 terminology plus determiner, pronoun, possessive noun, adverbial

Year 5:

Previous years' terminology plus modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity

Year 6:

Previous years' terminology plus subject, object, active, passive, synonym, antonym, ellipsis, hyphen, colon, semi colon, bullet points

 

 

Handwriting

We have high expectations of handwriting and aim to support our children develop their ability to record at speed using a cursive style. Again there are expectations for each year group:

 

Year 3
  • beginning to use the diagonal and horizontal strokes
  • increases the legibility, consistency and quality of handwriting
Year 4
  • securing the use of the diagonal and horizontal strokes
  • increases the legibility, consistency and quality of handwriting
Year 5
  • writes legibly, fluently and with increasing speed
Year 6
  • maintaining legibility, fluency and speed in handwriting through choosing whether or not to join specific letters
Top