English
The philosophy of St Columba’s English Department is to foster students’ love of reading and writing through creativity and challenge. Our main aim is to achieve the highest possible standards for all of our students, culminating in excellent results and a life-long love of literature.
We strive to ensure that our curriculum is knowledge-rich and diverse as well as academically rigorous. We aspire to broaden the students’ minds, particularly through our deep questioning in lessons. We focus on increasing our students’ cultural capital and ensuring that they are well-versed in intellectual discussion. We teach students to appreciate the historical and cultural contexts surrounding literature, and the study of both pre-1900 and post-1900 texts in all year groups aids their knowledge of the literary canon. Overall, at St Columba’s we wish to develop the perceptiveness and sophistication of the students’ reading skills whilst nurturing their range of command of spoken and written English.
Literature is the art of discovering something extraordinary about ordinary people, and saying with ordinary words something extraordinary. Boris Pasternak
English: Prep
Course Description
At St Columba’s College, we provide an exceptional and purposeful English education, which prepares learners to be confident, independent, and articulate speakers, readers and writers of the English language. We develop thoughtful and creative children who have a love of reading and can express this and their originality through speaking and writing.
Curriculum Overview
The English curriculum for St Columbus college is designed to help students develop their reading writing speaking and listening skills. The curriculum aims to promote English language proficiency and encourage students to appreciate literature and language as an integral part of their lives.
The primary objectives of the English curriculum are to:
- Develop the reading skills of students by exposing them to a variety of texts.
- Enhance the writing skills of students by teaching them the core principles of writing.
- Develop the speaking and listening skills of students by providing opportunities for them to communicate and express themselves effectively.
- Foster a love for literature and language in students.
What are the unique selling points of studying this subject at St Columba’s College?
At St Columba’s College, we believe in a holistic approach to teaching English. We strive to ensure that every child is given the opportunity to learn and grow through a variety of support whether this using IT devices in lessons or planning according to children’s interests and needs.
We provide a wide variety of opportunities to showcase their learning through public presentations, competitions, debates and performances.
Every member of staff knows each child individually, which gives our pupils the confidence to try new things and take risks – both essential to aiding their development. We want to ensure that our pupils not only love their time at St Columba’s , but leave well prepared for the next stage of their education and for life beyond school, so our pupils work towards Pre Senior Baccalaureate (PSB). We use the skills and ethos of the PSB throughout the school, giving every child a chance to shine.
PSB gives students the skills and disposition to learn in a meaningful way. It also incorporates information and communication technology through computers in every classroom.
Our teachers are dedicated to helping each student become their best self by providing individualised attention and guidance. We believe that every child’s voice and opinion matters and is valuable.
How are the students assessed?
Teachers assess pupils’ work in English in three phases. The short-term assessments that teachers make as part of every lesson help them to adjust their daily plans. They match these short-term assessments closely to the teaching objectives. Written or verbal feedback is given to help guide pupils’ progress and individual targets may be set. Older pupils are encouraged to make judgements about how they can improve their own work.
Teachers use medium-term assessments to measure progress against the key objectives, and to help them plan for the next unit of work. They use a class record of the key objectives as taught as the recording format for this.
Teachers make long-term assessments towards the end of the school year, and they use these to assess progress against school and national targets. With the help of these long-term assessments they are able to review targets for the next school year, and to summarise the progress of each child before reporting to the child’s parents. The next teacher then uses these long-term assessments as the planning basis for the new school year.
As a whole-school approach we assess pupils against the PSB Core skills; thinking and learning, reviewing and improving, and communication. English teachers keep their own data for their classes progress in these skills. These are saved on the system and are formally reported to parents in December and May reports. We also make termly assessments for SPAG and comprehension progress based on a combination of the National Curriculum Framework and teacher assessment. The framework demonstrates the expected level of achievement in English for most pupils in each year of the school.
Samples of pupils writing tasks are kept in a portfolio by the English Subject Leader. This demonstrates what the level of achievement is in English for individual pupils in each year of the school. When moderating writing assessments, teachers meet within year groups and with the English Subject Leader to review individual examples of work against the national exemplification material produced by the DfES.
Home Learning
Staff and pupils regard home learning as an integral part of the curriculum – it is planned and prepared alongside all other programmes of learning.
We also set home learning as a means of helping the children to revise for examinations, as well as to ensure that prior learning has been understood.
We recognise that children have individual learning styles, which means that some tasks can be completed in a number of different ways, while others demand a particular approach.
In the Lower Prep, spelling home learning is sent home once a week and reading books are sent home every other evening. The choice of day for spelling will vary with the year group.
In order to encourage good work habits, home learning in the Upper Prep is set on the agreed home learning nights (Mon-Thurs). Usually, English will be due on the next school day.
As they move through the school, we increase the amount of home learning that we give the children. We expect children in Prep One and Two to spend a total of approximately one hour a week doing home learning, although this may well include reading with a parent. We expect children in Prep Three and Four to spend approximately 30 minutes per night on home learning, and children in Prep Five and Six to spend approximately 40 minutes per night. This will included at least 10 minutes reading, as well as spelling practice.
How can parents/guardians support their child’s learning?
- Create a reading-friendly environment: Create a space in your home where your child can read comfortably. Ensure that there are plenty of books available for your child to choose from.
- Read together: Read with your child every day. This will help improve their reading skills, increase their vocabulary, and develop their comprehension skills.
- Make it fun: Make reading, writing, and spelling fun by incorporating games and activities. For example, you can play word games, write stories together, or make spelling contests.
- Provide writing opportunities: Encourage your child to write by providing them with opportunities to do so. For example, you can ask them to write a letter to a friend or family member, keep a journal, or write a story.
- Practice spelling: Encourage your child to practice spelling by providing them with a list of words to learn and asking them to use them in a sentence.
- Provide feedback: Provide your child with feedback on their reading, writing, and spelling. Praise their efforts and offer constructive criticism to help them improve.
- Use technology: Consider using technology to support your child’s language learning. There are many apps and websites available that can help improve reading, writing, and spelling skills.
Useful Links
Scholastic – Scholastic is a website that offers a range of resources for parents to help their children with English homework. It includes articles, activities, and printables for different age groups.
Reading Rockets – Reading Rockets is a website that provides parents with information and resources on how to help their children with reading and writing skills. It includes tips, strategies, and activities for different age groups.
Khan Academy – Khan Academy is a website that offers free online courses in a range of subjects, including English. It includes lessons, exercises, and quizzes to help children improve their reading and writing skills.
BBC Bitesize – BBC Bitesize is a website that provides educational resources for children in the UK. It includes interactive games, videos, and activities to help children with English homework.
Vocabulary.com – Vocabulary.com is a website that offers a range of vocabulary-building tools and resources. It includes quizzes, games, and exercises to help children improve their vocabulary and language skills
ReadWriteThink – ReadWriteThink is a website that provides educational resources for parents and teachers to help children with reading and writing skills. It includes lesson plans, interactive activities, and resources for different age groups.
Doorway speller - 5 – 11 year olds: Practise spelling using the ‘Looks, Say, Cover, Write and Check’ method. Enter text using their keyboard or the on-screen keyboard. A great selection of word families including high frequency words (Flash required)
Spelling Shed – spelling scheme we follow with games to practise weekly spellings
