WOODCOTE PRIMARY SCHOOL
ENGLISH AND LITERACY POLICY
Principles
Teaching pupils to use spoken and written language competently and confidently should
recognise the importance of:

teaching pupils how to craft language for particular effects, through an understanding of how
texts are created in relation to genre, purpose and audience;

providing interactive opportunities for pupils to practise using language in relevant, ‘real life’
contexts;

providing opportunities for pupils to communicate independent views and opinions, respond
imaginatively and express feelings through spoken and written language;

enabling pupils to make critical responses about the language which they read, view and hear
in a variety of media;

an integrated approach to reading and writing, speaking and listening;

the need to develop language skills in ALL curriculum subjects;

recognizing the language experiences of pupils at home and in the wider community;

increasing pupils’ understanding of how language is used in the world beyond school.
Learning and Teaching
The planning of the curriculum should take into account the following statements, which
integrate the requirements of the revised National Curriculum for English and the National
Literacy Strategy:
Speaking and Listening







pupils should be taught how to speak confidently, clearly and audibly in a wide range of
contexts;
pupils should understand how to adapt their use of language, varying use and register in
relation to purpose and audience;
pupils should listen with concentration to a wide range of spoken language in real contexts,
such as: live talks, radio, television, film;
pupils should participate in pair/group discussions, debates and individual presentations;
pupils should have opportunities to reflect on their own and each other’s use of language;
drama strategies should be used to provide inter-active opportunities for developing spoken
language;
pupils should have opportunities to listen to stories, poetry and novels.
Woodcote Primary School
1
Reading








pupils should read for pleasure and to develop research and study skills;
pupils should read a wide range of fiction and non-fiction, including media and ICT texts and
texts from a variety of cultures and traditions;
pupils should be taught to be discriminating readers, be able to understand layers of meaning
and make a critical response to what they read;
pupils should explore meanings of text using drama strategies;
pupils should be able to read on-screen texts;
teachers should understand the skills and strategies involved in teaching reading to enable
pupils to read accurately for meaning and pleasure; using methods and strategies such as
Shared, Guided and Independent reading and systematic phonics teaching;
reading for information and other purposes should be reinforced in other subjects;
pupils should be given opportunities to explore the links between reading and writing.
Writing











writing should be seen as an enjoyable activity in itself;
pupils should be encouraged to write with commitment and vitality and develop independent
distinctive and original styles;
pupils should be taught to write fluently and accurately, understanding how to use the main
rules and conventions of written English;
pupils should write for a range of purposes: - to communicate to others, create imaginary
worlds, explore and describe experience, organise and explain information, imagine and
explore feelings and ideas, use language creatively to engage a reader, inform and explain, to
persuade and present arguments;
pupils should write in a variety of forms, e.g. narrative, letter, poems, notes
pupils should be able to choose form and content to suit purpose and audience
pupils should compose both on paper and on computer screen, using different formats and
layouts to present work;
pupils should discuss and respond critically to their own and other pupils’ writing, analyse
strengths and weaknesses, make improvements at the formative stage;
pupils should use re-drafting to improve and develop content, style and accuracy of writing;
teachers should understand the skills and strategies involved in teaching writing; using
methods and strategies such as Shared, Guided and Independent writing;
pupils should be given opportunities to write at length.
Drama is of central importance in developing language use and the curriculum should
provide opportunities for pupils to:







create, adapt and sustain different roles individually and in groups;
explore meanings of texts – characters, actions, themes, emotions and ideas;
participate in spoken performances, dramatic interpretation, improvisations;
write original scripted plays to develop written skills;
evaluate their own and each other’s contribution and effectiveness of performance;
experience drama for a sense of achievement, enjoyment and to develop self-esteem;
deepen pupils’ understanding of other curricular areas e.g. history, geography and music etc.
Woodcote Primary School
2
ICT is an important means of developing language use in the context of the modern world
and should be used to support pupil learning in the following ways:





pupils should have opportunities to compose directly on screen;
pupils should be taught how to use word processing techniques to develop writing skills;
pupils should use a range of fonts and layout presentation features in relation to audience and
purpose;
pupils should check for written accuracy, using grammar and spellcheckers;
pupils should use computers to read for information – CD ROMS, Internet, Email.
Language Study - pupils should be taught the formal conventions of Standard English
including:









an understanding of grammatical features of written Standard English;
fluent use of spoken standard English according to a range of circumstances;
how word order and choice are crucial to meaning and effect;
relevance of word origins families, roots and origin of words;
spell accurately, identify reasons for spelling errors;
proof-read their writing to check written accuracy, using dictionaries, spell checks, thesauruses;
develop legible handwriting in both joined and printed styles;
use different forms of handwriting for different purposes;
recognise the importance of clear and neat presentation.
Assessment is an integral part of the teaching and learning process and should be clearly
linked to learning objectives:



learners should be actively involved, through an explicit understanding of learning objectives,
self-evaluation and target setting for personal improvement;
records should track progression, analyse what has been achieved in relation to learning
objectives and set future targets;
formative methods of assessment should be used e.g. miscue analysis and constructive
marking strategies;
Resources to support the curriculum should aim to provide:


materials that are selected carefully to ensure no discrimination;
texts which develop fluency, accuracy, understanding and pleasure in reading.
Equal Opportunities
The full and effective participation and progression of all pupils should be achieved by:

acknowledging and valuing the variety of different experiences, interests, social and cultural
backgrounds of pupils; using such differences constructively to raise confidence and selfesteem;
 ensuring access to learning at an individual level, through differentiated teaching and learning
strategies; planning should set high expectations and provide appropriate learning
opportunities for pupils from all social backgrounds, ethnic groups and for those who are
disabled;
 providing texts from a range of cultures and which are free from discrimination and stereo
typing;
 providing resources to support specific learning difficulties, e.g. lap tops, large print texts,
Braille, taped materials.
3
Woodcote Primary School
Developing Literacy at Home




recognise that the role of the family is central in supporting the child’s language development
as a speaker, reader and writer;
families, pupils and teachers should be regularly informed of progress;
home-school contracts and homework policies should be linked to developing literacy at home;
teachers should provide guidance on what families can do to extend their child’s competence
in using spoken and written language.
The English and Literacy Policy is intended as a framework of principles underlying effective
teaching and learning. The English National Curriculum should be used to plan Schemes of Work
in relation to these principles.
The QCA publication on ‘Speaking, Listening, Learning: working with children in Key Stages one
and two’ is invaluable in supporting planning, developing teaching strategies and evaluating
progression of skills.
Woodcote Primary School
4