Stanford School

Stanford Junior and Infant School

Living together - Learning together

Cooper Lane, Laceby, Grimsby
NE Lincolnshire DN37 7AX
Tel. 01472 318003
E. office@stanfordschool.co.uk
Contact. Miss King (Business Manager)

English

The Curriculum at Stanford Junior & Infant School

The Intent, implementation and Impact of our Curriculum – English.

Intent

At Stanford Junior and Infant School, English and the teaching of English is the foundation of our curriculum. Our main aim is to ensure every single child becomes literate and progresses in the areas of reading, writing, speaking and listening.

We feel it is vital to highlight and be aware of the differing groups of learners and vulnerable children in their classes. Once this information is acquired, teachers can plan and teach personalised English lessons which focus on the particular needs of each child. We recognise that each child has their own starting point upon entry to every year group and progress is measured in line with these starting points to ensure every child can celebrate success.

We believe that English at Stanford should not only be a daily discrete lesson, but is at the cornerstone of the entire curriculum. It is embedded within all our lessons and we will strive for a high level of English for all. Through using high-quality texts, immersing children in vocabulary rich learning environments and ensuring new curriculum expectations and the progression of skills are met, the children at Stanford will be exposed to a language heavy, creative and continuous English curriculum which will not only enable them to become literate but will also develop a love of reading, creative writing and purposeful speaking and listening.

At Stanford, our vision is for creativity to be at the helm of our English curriculum and for children to learn new skills in a fun and engaging way.

Implementation

Reading

With these aims in mind, a timetable has been established that ensures a discrete lesson for teaching reading and reading comprehension is incorporated into each day for all years from Foundation to Year 6. This ensures that reading is explicitly taught every day and that all children have access to excellent reading techniques. All vulnerable groups are highlighted and support staff used to support these groups further to ensure progression and specific year group skills are secure. Resources to support and enhance these lessons (such as Cracking Comprehension Grammarsaurus) are used so that all staff feel proficient and skilled in delivering these sessions effectively. Children are not only learning comprehension skills but also independence, a love of wider reading and experiencing an exposure to rich vocabulary, which is key in all sessions for all learners.

Reading is celebrated in classrooms and around school, you will find displays which celebrate authors, children’s favourite books and reading reward schemes. In addition, throughout the school year the importance of reading is enhanced through World Book Day, author and poet visits, parent reading workshops and a range of trips and visits which enrich and complement children’s learning.

Writing

We believe that consistent and well-taught English is the foundation of a valuable education, and so at Stanford we ensure that the teaching of writing is purposeful, robust and shows clear progression for all children. In line with the new national curriculum, we ensure that each year group is taught the explicit grammar, punctuation and spelling objectives required for their age group. These are again timetabled into discreet spelling and grammar lessons as well as teachers giving pupils a range of opportunities to embed their skills through English lessons and cross-curricular writing opportunities thus exposing children to a variety of genres. Writing is often taught, through the use of a quality text. This text is purposefully selected in order to expose the children to inference, high-level vocabulary, a range of punctuation and characterisation, also giving the children different high quality opportunities for real writing tasks as well as to promote a love of reading and engagement for all children.

The assessment of writing is fluid. All year groups use the same format for assessing writing which have been produced in line with the end of Key Stage assessment frameworks as published by the Department for Education.

Impact

The impact on our children is clear: progress, sustained learning and transferrable skills. With the high quality discreet and embedded English teaching taking place at Stanford, our children are becoming confident readers and writers. Their enthusiasm for both are evident throughout the curriculum and standards are continually improving. Writing across the curriculum at Stanford is important and shows progression, a high standard of applied skills and is beautifully presented with pride by our pupils. We hope that as our children move on from us to further their education and learning, that their creativity; passion for English and high aspirations travel with them and continue to grow and develop as they do.

Useful websites

Oxford Owl Oxford Owl

This is an award-winning free website packed with expert advice, top tips, eBooks and activities to help you support your child's reading and maths at home.

Phonics Play

The free area of the PhonicsPlay website is filled with free interactive games, phonics planning, assessment ideas and printable resources. There is lots of advice to support parents in helping their children learn to read.

Year 2/3 reading collaboration

Juniper class used the story plan created with our visiting author Pippa Goodhart to write our own stories. We edited our drafts and then presented our finished versions in little story books along with illustrations.

This morning Juniper class were proud to share their stories with Pumpkin class.

LQ: Can I listen to the musical performance ‘Giraffes Can’t Dance’?

We thoroughly enjoyed the story ‘Giraffes Can’t Dance’ performed through music by MAPAS. There were lots of actions and we learnt all about the different types of musical instruments including ‘percussion’ and ‘string’ instruments.

Pupil Voice

R.M “The shakers were a percussion instrument.”
O.B “I liked the big taiko drums.”
E.S “I liked the giraffe song when he learnt to dance.”
S.C “I was chosen to play a percussion apple, I had to shake it in time with the music.”
J.M “A bow is made from a horse’s tail!.”

Meeting an author!

Seedlings Class

Seedlings class were very excited to welcome the author Pippa Goodheart. Pippa talked about what the author and illustrator do. She shared some of her books with the class including 'Nelly paints a monster' and 'You Choose'.

Pupil Voice:

M.H "I liked the monsters!."
C.M "It was nice to see Pippa Goodheart. I liked her book You Choose!"
W.C "I liked seeing what was under the flap!"

Sunflower Class

The Sunflowers met Pippa Goodhart and enjoyed a really exciting story time.

They had the opportunity to ask her lots of questions. This is what they found out:

Pippa has been writing children's books for over 25 years!

She has written a total of 120 books so far!

She became interested in children's books when she worked in a bookshop.

Pippa told us how her books were made in a factory and how she works with different illustrators.

We really enjoyed her catalogue style book called 'You Choose.'

Poppy Class

We were very lucky to have a visit from a published author called Pippa Goodhart.

Pippa spoke about her childhood, she didn’t find writing easy and her spelling was (in her words) atrocious. Pippa spoke about how she became inspired to be a writer when she was telling stories to her children and her husband encouraged her to send her ideas to a publisher. She has now written approx. 123 books under her own name and under her ‘author’ name of Laura Owen. One of the series of books she is most famous for is about Winnie the Witch and her cat Wibur.

The children loved listening to her story and how she comes up with inspiration for her writing by looking at normal items and situations and asking herself ”What if…….?”

“What if …..I was so small I could fit in a pocket?”
“What if …..I was as tall as a mountain?”

The children had lots of fun coming up with ideas for her “What if……?” game.

The children then worked together to make their own story map for an adventure for Winnie the Witch. It was lovely having Pippa in the classroom and I am sure she has inspired many children to image & write today.

Juniper Class

We were really excited to work with a real author today.  Pippa shared a few of her stories with us.   We worked with her to plan our own Winnie the Witch story.  After this we used the ideas we created together to make our own story maps.   Next we are going to use these to write our stories.

When Pippa visited us we got to ask her a range of questions about her writing.  We found out she has been writing for 25 years.  She has had 120 books published.  In her house she has a room filled with books and a lovely rocking chair to sit on and read them.

In the afternoon we shared our story plans with Year 2.  We can’t wait to read them our finished stories.

Key Stage 1 Reading Breakfast

Sunflower Class

The Sunflowers invited their parents and grandparents in to school for a special reading breakfast. They enjoyed reading together and tucking into some lovely breakfast snacks. Some children selected books from the class book corner, some children decided to read their reading book and other children brought their favourite books in to share. We had some lovely feedback too:

'Very enjoyable. I have really enjoyed this morning and look forward to another. Thank you.'

'Fabulous. It was lovely seeing all the children excited about reading and I think everyone enjoyed all the yummy treats. Well done to all the staff.

''Very much enjoyed coming to read with my daughter and see her new classroom. Her reading has come on in leaps and bounds. Thank you for the snacks!'

Pumpkin Class

Pumpkin class invited parents, carers and other adults into the classroom on Thursday for a special reading event.

As well as reading some of our favourite stories we shared some breakfast treats and juice. Lots of adults came and read with us, we shared picture books, chapter books and information books. Thank you to all who came.

Can I create a play script from a piece of text?

In ‘The Street Child’ Jim has been told that his sisters have gone to a big house to live a fairy-tale life. The children discussed whether this was actually the case and whether they had a different fate. The children were set the task to create a play-script to explain what they believe actually happened. This was a difficult task as the children had to work in a large group collaboratively, ensuring that all ideas were listened to and that each person played a part in creating the script.

Can I create a freeze frame to depict a scene from a piece of text?

In Poppy class we are reading ‘The Street Child’ by Berlie Doherty. Jim (the street child) and his family are living in a room and their mother is sick and is near to death. Their landlord arrives to collect his rent but he is furious when he realises that have spent their last shilling on food. He is so angry that he tells the family to leave immediately. It is snowy outside and they have nowhere to go. What will they do and how will they survive?

After each group depicted their scene the class talked about how the groups had effectively shown their emotions through their bodies alone.

Can I create and perform a group poem?

The children are studying ‘Escape from Pompeii’ where the people of Pompeii were so used to earthquakes they used to sing rhymes about them before they knew how much danger they were in.

The children used a thesaurus to find different synonyms for the word shake. They then used these words to create their own poems in the style of the book.

Each child within the group had to give their own ideas to produce their collaborative work.

 

 

Can I improve my spelling?

The Sunflowers are enjoying practising their spelling patterns outside.

FM- It was really good fun to write with chalk.
SS- It was unusual because we used pink chalk.
PB- There's loads of space on the playground to write loads of real and alien words.
CR- It helped me practise my spelling.

Reading Collaboration: Year 1 and Seedlings Can I enjoy reading with a partner?

Every week, the children have enjoyed sharing books and reading with a new friend.

OB- I like it because I get to make new friends in Seedlings.
JM- I like to see what the Year 1's are reading.
HN- It helps me practice my reading.
CP- It's good to join the classes together.
HM- I like doing it: it's fun.
EH- I like helping other people learn to read.

Reading Collaboration

Year 4 and Year 2 have been enjoying some reading collaboration work this term.

LQ: Can I read and listen to stories?

Working collaboratively, children from Year 6 and Seedlings class joined together to develop reading and build social skills.

Reading Collaboration

At Stanford we promote a love for reading! Year 5 have teamed up with Year 6 and Year 3 recently to listen to each other read and discuss our favourite books.

We also shared our class novel 'The 1,000 Year Old Boy' and as a class discussed what we predict might happen next...

World Book Day

Year 6 had a wonderful World Book Day, dressing up as their favourite literary characters and designing spoons for a competition.

Children in Key Stage 2 took part in several activities across the different classrooms. In Barley class, the activity was focused on 'Fantastic Beasts', where the children created their own beasts and wrote descriptions about them.

LQ: Can I listen to others about the role of a librarian?

Seedlings children visited Stanford Library to learn about the role of a librarian and the parts of a book such as the title, author, illustrator and blurb. We listened to a story read by Mrs Wink and then borrowed some books to take back to our class. Of course we had to scan the books and stamp them with the date on which to return the book first!

Thank you to Mrs Wink and Mrs Brumfield our librarians.

Can you visit the library this Tuesday or Thursday?

Can I develop understanding of a non-fictional text and timeline using freeze frame?

“The Pebble in my Pocket” describes the journey of a pebble from lava, at the beginning of the world, until modern times. The children were given different time periods throughout the prehistoric period and were asked to create a freeze frame to show how the different prehistoric creatures have interacted with the pebble throughout this time.

Community Thank You/ Author of the Term

 

This term the school are focusing on the work of Michael Rosen, a fantastically, funny poet. Each Class was asked to recite a poem at the ‘Community Thank You’ afternoon, where we take the opportunity to thank members of the community who help out at the school in various ways.

Poppy class chose a poem called ‘Fast Food’, Everyone was impressed with how we had remembered such a long poem.

We hope you enjoy it!!

Visit from Matt Goodfellow, an inspirational poet

We were really lucky to have a poet come to school to share his work.

He spoke to us about why he decided to be a poet and where he gets his inspiration from. He was really funny and we had a lot of fun joining in. After that he went into the classrooms and helped us to write poems.


Can I interpret a piece of text through an image?

The children listened to a piece of text and thought about the words which painted images in their minds. They read the text and highlighted descriptive phrases and then used these phrases to create a picture of a volcano with one half erupting and the other showing the aftermath. They then annotated their drawings with the phrases that had inspired them.

Can I develop pleasure in learning rhymes and poems, and begin to recite some by heart?

The Sunflowers enjoyed meeting the author Matt Goodfellow today who shared his love for writing poetry with the children.

OL: The poems were so funny.
EH: Matt showed us actions and we joined in.
OB: Matt moved in funny ways. He changed his voice to a deep voice, a whisper and a funny voice.
LA: He told funny stories about his family.
CR: My favourite poem was The Zany Zoo!

Matt worked with the class and together they wrote this wonderful poem:

We Play Outside by Sunflower Class

We are superheroes
When we play outside
We climb on the trim trail
When we play outside
We gallop like horses
When we play outside
We spin all around
When we play outside
We're dinosaur babies
When we play outside
When We Play Outside!

Freeze Frames

In English we are reading “The Ice Palace”. We worked in groups to explore how the villagers feelings, thoughts and actions changed between Winter and Summer. We created Freeze frames to capture these.