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Ince Church of England Primary School ‘Inspire, Nurture, Challenge, Enrich’

Intent, Implementation and Impact

Vision: Ince CE Primary School is led by the light of Jesus within us all, guiding us on our individual journeys through life, so that we can grow and learn together to shine as one throughout our wider community. #Let your light shine

 

English Curriculum Intent

 

As a Church of England School, our vision and values are at the heart of everything we do and play a vital part in our pupils’ education, spiritual, moral, social and cultural development.

 

At Ince C.E, we endeavour to ensure that the English Curriculum is rich in carefully selected texts; is varied through classic and contemporary fiction, poetry and non-fiction; and inspires children to read and write for both pleasure and a specific purpose.

 

We aim to provide a curriculum that promotes discussion and a deeper understanding of our school Christian values: truthfulness, hope, thankfulness, forgiveness, courage and justice. These values are evident through our text drivers from English long-term plans where texts have been chosen specifically to provide an opportunity of learning about them in the wider world.

 

In addition to promoting our school Christian Values, texts have also been selected to highlight the termly drivers of heritage in the autumn term, to deepen understanding of the local area; of enlightenment in the spring term, to explore the wider world and significant people that have raised awareness of issues globally; and to highlight the concept of Courageous Advocacy through literature so that children can read and write about the empowerment to make a difference regarding issues that they feel passionately about.

 

As a result of an excellent English curriculum we want our children to:

 

  • Have access to a range of inspiring and engaging texts.

  • Develop a love of reading and challenge themselves to read from a range of genres and authors.

  • Become confident and accomplished writers that can adapt to an audience and purpose.

  • Develop a wide range of vocabulary that can be used successfully within a specific context.

  • Use a range of sentence structures to have maximum impact on an audience.

  • Spell accurately.

  • Have a good understanding of grammatical techniques and terminology, applying them consistently to work where appropriate.

  • Communicate confidently and articulately in both oral and written form.

 

 

We want children to develop a love of language and literature and understand how this can provide a wealth of opportunities and enjoyment in the wider world.

 

English Curriculum Implementation

 

Our implementation ensures full coverage of the National Curriculum objectives in English. Our intent drives the rationale for our approach, resource choices and selection of content.  Our curriculum is carefully planned and structured for depth and clear progression of skills, knowledge and concepts.  We build in opportunities for children to return to aspects of learning in order to build on prior knowledge and deepen their understanding.

The planning process includes Long Term Planning, Progression and End Points Maps, Sequence of Learning Overviews, Vocabulary Grids, Prior and Post Learning assessments in Writing with ongoing formative assessments in Reading.

The sequences of lessons in each unit of work are connected, progressive and provide a purposeful narrative for learning. Through the use of No Nonsense Spelling and Grammar, children are able to develop their spelling ability along with their grammatical knowledge through discrete sequenced lessons that are consistent and show progression throughout the school outside of the English lesson.

Reading is taught discretely every day through all phases of school. In the Foundation stage and at Key Stage 1, Phonics is taught through Read Write Inc to ensure a consistent approach in helping children learn to read. Phonics is taught in small focused groups within year teams to ensure learning is well-paced and to encourage active participation from all children. Following on from the Read Write Inc programme, children, from Year 2 upwards are taught more in-depth reading skills through the use of Cracking Comprehension that ensures a consistent approach to learning; a balanced reading experience of fiction, non-fiction and poetry; in addition to being able to monitor progress effectively.

 

The concepts of Heritage, Enlightenment and Advocacy have become the foundation and structure of our English curriculum implementation. These concepts, along with our Christian Values of truthfulness, hope, thankfulness, forgiveness, courage and justice, have helped us to make purposeful text choices in relation to our bespoke school curriculum offering a good balance between classical and contemporary fiction, non-fiction and poetry across all ages. These texts are strongly linked to our intent and matched to the needs of our context and community.

Our carefully selected text drivers also detail democracy, liberty, law, respect and tolerance as well as ensuring coverage of social, moral, spiritual and cultural aspects of learning are applied across the English Curriculum.

Each writing unit is planned through a ‘Sequence of Learning’ approach that guides children through the process of communicating clearly in both verbally and written form, analysing themes and events in a text, developing genre specific writing techniques, enhancing vocabulary through highlighting subject specific key words, writing creatively and being able to evaluate their own successes and those of others. This approach ensures all children develop an understanding of the English language and are able to apply literary techniques learned from No Nonsense Grammar to their work. This medium-term planning also ensures full coverage of national curriculum objectives and purposeful links to whole school curriculum.

 

English Curriculum Impact

 

Reading plays a fundamental role in our curriculum. Due to a rigorous approach to the teaching of reading through Read Write Inc and Cracking Comprehension, children are highly competent and confident readers who enjoy delving into a range of texts, books and genres. Children have a powerful understanding of heritage, enlightenment and advocacy due to the well sequenced and purposeful books that they read.

Through the consistent use of No Nonsense Grammar, children develop a strong understanding of grammatical concepts and terminology and are able to apply these skills creatively to independent work for maximum impact on the audience. Children are able to communicate articulately in both written and verbal form and enjoy exploring language, texts and sentence structures with curiosity.

 

No Nonsense Spelling develops confident spellers who have a good understanding of all graphemes and can apply them confidently when spelling unfamiliar words.

Children have the knowledge, skills and concepts needed to be successful in future learning and employment.  All children, particularly the most disadvantaged and those with special educational needs/disabilities gain the knowledge and cultural capital they need to succeed in life.

 

Due to high levels of teacher subject knowledge, quality first teaching ensures children make excellent progress in learning and attainment is consistently high. Children remember in the long term the content they have been taught and can integrate new knowledge into larger concepts.

 

Children develop detailed knowledge and skills in English that are applied across the whole curriculum and as a result achieve well. This is reflected in results from national assessment tests and examinations.

 

The effectiveness of the Quality of Education and the fulfilment of our Curriculum Intent is assessed throughout all stages of learning in a systematic and strategic approach.

 

We monitor the impact of our curriculum through:

 

  • Prior learning and post learning activities in core and non-core subjects.

  • Subject Leadership: Subject leads routinely monitor the effectiveness of their subjects through deep dives, pupil voice exercises, work scrutiny and teaching and learning observations.

  • Progression Maps in all subjects inform and ensure a clarity of End Point Assessments.

  • Senior Leadership Standard Reviews and Pupil Progress Meetings take place termly to ensure no child is left behind.

  • A Strategic Assessment Calendar ensures core subject areas are assessed through summative assessments each term. This data is used to support teachers in make judgements on children’s progress and achievement.

A central tracking system (Target Tracker) is used to assess all subject areas and this data is used to make judgements on children’s progress and achievement.

 

Please see our letter to parents under our newsletter section for more details on possible changes to Friday afternoons in school from the 25th September.
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