Bournehall Primary School

Inspiring a Love of Learning

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admin@bournehall.herts.sch.uk

Bournehall Avenue, Bushey, Hertfordshire WD23 3AX

020 8950 4438

APPRECIATIONC0-OPERATIONUNDERSTANDINGPERSEVERANCEMOTIVATIONRESPECTHAPPINESS

VALUE STATEMENT


At Bournehall Primary School we value speaking and listening because:



  • it is a means of communicating with each other

  • it helps us to participate fully as a member of society

  • it underpins the development of reading and writing

  • the quality and variety of language that pupils hear and speak are vital for developing their vocabulary and grammar and their understanding of reading and writing


A COMMUNICATOR:



  • has an exceptional talent for listening attentively so as to understand what is being said

  • uses a rich and varied vocabulary to give clarity and interest to conversations

  • uses clear speech that can be easily understood by a range of audiences

  • has an excellent grasp of the rules used in conversation, such as tenses and the grammatical structure of sentences

  • tells stories that capture the interest and imagination of the audience

  • initiates and joins in conversations

  • respects others when communicating, even when views differ


Chris Quigley – Essentials Curriculum


 


CONDITIONS FOR LEARNING


 Children tell us that they enjoy communicating and learn best when they:



  • have a chance to make up their own stories and tell them to a friend

  • can share their news with the class

  • use their talk partners to discuss theirr ideas

  • listen to stories

  • take part in presenting talks to others


Communicating:



  • activities should expose children to quality and varied language.

  • skills should be developed in order to have a positive impact on reading and writing standards.

  • develops effective communication skills in readiness for later life.

  • skills can be taught by: listening to stories, story telling, describing and listening to events and experiences, verbalising thinking, class discussions, debate, speaking and listening appropriately in a variety of contexts across the curriculum, group discussion and interaction, drama and role-play activities and reading aloud.



 

VALUE STATEMENT


 At Bournehall Primary School we value reading because:



  • it gives us the chance to develop culturally, emotionally, intellectually, socially and spiritually

  • it enables us to both acquire knowledge and to build on what we already know

  • it is enjoyable


A READER:



  • has excellent phonic knowledge and skills

  • demonstrates fluency and accuracy in reading across a wide range of contexts throughout the curriculum

  • has an extensive and rich vocabulary

  • demonstrates excellent comprehension of texts

  • has the motivation to read for both study and for pleasure

  • builds extensive knowledge through having read a rich and varied range of texts


Chris Quigley – Essentials Curriculum


 


CONDITIONS FOR LEARNING


 Children tell us that they enjoy reading and learn best when they:



  • use songs and rhymes to learn their letter sounds

  • read to an adult

  • take part in paired reading

  • can enjoy books in their class reading corner

  • visit the library and choose their own books

  • listen to their teacher read

  • have time to read for pleasure

  • share books and recommend their favourites to friends


 Reading:



  • starts with a love of books

  • opens doors to other worlds

  • connects with children’s own lives and experiences

  • uses a balance of ‘real’ and ‘scheme’ books

  • encourages and develops the skills needed for children to discover books for themselves (reading for pleasure)

  • includes discussion and debate

  • makes good use of resources that are exciting, high quality and are of a quantity that allows full participation – including taking every opportunity to use the outdoor environment

  • takes into account pupils’ prior knowledge and understanding

  • needs to be taught using a balanced and engaging approach, which integrates both decoding and comprehension skills

  • ensures that children are motivated and engaged to encourage persistence and enjoyment in their reading

  • provides a range of wider language and literacy experiences to develop children’s understanding of written texts (different media and genres of text)

  • needs the effective implementation of a systematic phonics programme (the teaching of letter-sound relationships through an organised sequence)

  • requires the specific teaching and modelling of strategies for developing their reading comprehension (inference, questioning, clarifying, summarising and predicting)

VALUE STATEMENT


 At Bournehall Primary School we value writing because:



  • it enables us to communicate our ideas with others

  • it makes our thinking visible

  • writing down our ideas helps us preserve them so that we can reflect on them later

  • it promotes our ability to pose worthwhile questions

  • it is portable and permanent, making our thinking visible

  • it equips us with the communication and thinking skills we need to participate effectively in society.


A WRITER:



  • has the ability to write fluently and with interesting detail on a number of topics throughout the curriculum

  • has a vivid imagination which makes the reader engage with and enjoy their writing 

  • has a highly developed vocabulary and an excellent knowledge of writing techniques to extend details or description

  • uses a variety of sentence structures in well-organised and structured writing

  • uses excellent transcription skills to ensure their writing is well presented and punctuated, spelled correctly and neat

  • has a love of writing and an appreciation of its educational, cultural and entertainment values


 Chris Quigley – Essentials Curriculum


 


CONDITIONS FOR LEARNING


Children tell us that they enjoy writing and learn best when they:



  • understand the big picture and the small steps

  • have a chance to talk their ideas through with a partner

  • use drama to recreate stories and poems

  • know what they have done well and what they need to do to improve

  • use their writing toolkits

  • go outside

  • are writing for a purpose

  • are writing about subjects that interest them

  • learn from their mistakes

  • publish their writing to a wider audience


Writing:



  • needs a purpose and an audience - both are central to effective writing – pupils need to have a reason to write and someone to write for.

  • uses a wide range of starting points, e.g. high quality books, art, music, and children’s own lives and experiences

  • needs pupils to be taught strategies for planning and monitoring their writing

  • includes the teaching of pre-writing activities, structuring text, sentence combination, summarising, drafting, editing and revising, and sharing.

  • consists of the teaching of fluent transcription skills by encouraging extensive and effective practice of handwriting or typing and by explicitly teaching spelling.

  • should be modelled using flipcharts

  • is made up of different components – planning, drafting, sharing, evaluating, revising, editing and publishing.

"The fire of literacy is created by the sparks between a child, a book, and the person reading." Mem Fox

 DEVELOPMENT MATTERS

RECEPTION CLASS

can be found on

pages 28 to 31 

ESSENTIALS CURRICULUM CONTENT

ENGLISH

YEARS 1-6

can be found on

Years 1 and 2 pages 4 - 7
Years 3 and 4 pages 25 - 27
Years 5 and 6 pages 46 - 49