English
English Curriculum Intention Statement
We believe that students deserve a broad and ambitious English curriculum, rich in skills and knowledge, which ignites curiosity and prepares them well for future learning or employment. Our English curriculum will give students the opportunity to:
- read complex passages confidently and methodically, in order to breakdown the language and structure to establish and analyse meaning;
- develop a love of reading, both fiction and non-fiction texts;
- demonstrate mastery of reading through discussion and writing;
- enjoy a wide range of fiction and non-fiction texts which help them to connect with the world around them;
- develop cultural capital that will help remove barriers to achievement in school, future learning and the world of work;
- promote an inquisitive and questioning mind-set that does not accept ideas and opinions at face value;
- write clearly, fluently and accurately in plain English, showing flair and creativity where appropriate;
- develop detailed ideas in writing, adapting language to audience, formality and purpose;
- use a wide range of appropriate and ambitious vocabulary with precision;
- produce ‘beautiful work’ of which they can be proud;
- in talk, articulate and express their ideas, views and opinions about a wide range of topics clearly, confidently and respectfully;
- develop their character, including resilience, confidence and independence, so that they contribute positively to the life of the school, the Garforth community and the wider environment.
| Pedagogy Our pedagogy is underpinned by: | Enrichment We will enrich our curriculum by: | Other general principles Our curriculum will enable students to: |
| •a rigorous and systematic approach to the teaching of reading, adopting the principles and practice recommended in ‘Reading Reconsidered’ by Doug Lemov. • the regular use of live modelling and exemplar texts to demonstrate processes, standards and expectations • a range of strategies to deepen knowledge so that it is committed to long term memory. • a need to ‘normalise error’ so that teachers can pre-empt error as part of their planning to address gaps swiftly, and students see error as a learning opportunity. • the importance of giving students regular opportunities to improve and redraft work. | • establishing cross-curricular links • providing regular on and off-site subject or topic related experiences • offering opportunities for children to learn outdoors where appropriate • holding Trust-wide competitions to celebrate best work and extraordinary effort • encouraging students to contribute to the life of the school and the community, including charity work, and use these ‘real’ contexts to develop their skills and knowledge in English • developing partnerships with external providers that extend children’s opportunities for learning | • learn within a coherent and progressive framework. • develop new skills through a variety of interesting contexts to foster enjoyment. • develop a rich and deep subject knowledge. • understand what they are doing well and how they need to improve. • explore the breadth and depth of the national curriculum • build on their understanding of the curriculum. |