Phone: 020 8858 5497 Email: sao@sherington.greenwich.sch.uk

English

ENGLISH

At Sherington, we aim to promote a love of English. It is placed at the heart of all we do and underpins our entire curriculum.

The Sherington curriculum for English ensures that children:

  • Use discussion in order to learn
  • Read easily, fluently and with good comprehension
  • Develop the habit of reading widely and often, for both pleasure and information
  • Become confident speakers, present information to an audience and participate in debate
  • Write clearly, articulately and coherently, adapting style and language for a variety of purposes
  • Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions
  • Appreciate our rich and varied literary history and be able to make well-informed comments about texts and compare texts that they have read

READING

Using high-quality texts as a basis for learning really engages the children and helps to develop quality writing – as well as stimulating learning in other areas of the curriculum. The modelling of reading supports them to develop reading habits that improve their imagination, language acquisition and communication skills.  By the time the children leave us they will have read many texts by significant authors such as: Mick Inkpen, Julia Donaldson, David Almond, Oliver Jeffers, Michael Morpurgo, Anthony Browne, Shakespeare and Malorie Blackman. The teaching of reading (both learning to read and reading to learn) is fundamental to the holistic development of the children and as such, takes place as an integral part of every child’s daily diet.

HOME READING AND READING FOR PLEASURE

Developing readers will bring home a levelled book and a book of their choice aech week. Independent readers will bring home a book of their choice only.  Children are encouraged to use their reading record book to note their enjoyment of reading.  

PHONICS

At Sherington, phonics is taught daily to all children in Nursery, Reception and Key Stage One.  At present, we follow Letters and Sounds and use flashcards from Ruth Miskin’s Read Write Inc programme to teach the letters of the alphabet (formation, plus name and sound correspondence).

By the end of Reception, the children are expected to know all of Phase Three; by the end of Year One all children are expected to know all of Phase Five; by the end of Key Stage One, children are expected to be secure in terms of Phase Six.  This phase moves away from learning sounds and focuses on spelling rules and patterns.

SPELLING

Alongside phonics, we teach the children how to spell.  We believe that learning to spell is a crucial tool for your child to use as an essential part of navigating day-to-day life. We teach spelling by focusing on spelling patterns, prefixes and suffixes, knowledge of word origin and root words. Children from Year 1 upwards will be given weekly spellings for homework and they will be tested at the end of each week following.

WRITING

At Sherington, we believe that a key component to developing great writers is to expose the children to a range of high-quality texts. We carefully select these for each year group, which align with the school’s humanities curriculum. We then explore a text in its entirety, or use key parts as a stimulus, to fully explore both writer’s intent and genre specifics.

During the time that the children are exploring a text and the features revealed within, they are tasked with creating their own writing – using the high-quality model and supplementary materials for inspiration. The writing outcome is developed over a period of time and, in some cases, the text may provide the information and vital knowledge for the work though not the model of the genre. For example: using Peter Pan as the source material through which to write an informal letter provides the children with in-depth knowledge of J.M. Barrie’s work, style and language in order to be able to create a letter written by Peter and sent to Wendy. They are not necessarily writing a story.

The beginning of the writing process begins with numerous ways to access the text so that all children are fully equipped. The ‘bookend’ approach might be used with some texts and this entails the very beginning and end of the text being shared, with the children exploring how to get from one point to the other. Reading journeys may be introduced to develop an understanding of the text and dissect the language and vocabulary used. Questioning will be used, such as ‘What impact does this have on the reader?’ or ‘Why has this particular word been used at this point?’ These questions serve to develop the children’s vocabulary and comprehension, and also more deeply explore the relationship between the writer and the reader. We believe that it is really important for children to understand the purpose of each model used. It is a key focus, which enables them as the writer to engage with, explore and enjoy the writing process.

After initial access to the text, in whichever form this takes, taster drafts may be written in the same style. A taster draft is a highly condensed version of what will develop into each child’s final piece. It contains the key points of the narrative or non-narrative in question, providing opportunities for the children to amass a bank of planning ideas. Further lessons introduce specifics of the text as key learning points. The children simply apply their new learning to solid foundations that have already been established. Other learning approaches, such as blackout poetry, are used to condense the text to its fundamentals as well as compare and contrast the author’s words to analyse what makes it what it is.

The children are constantly editing their writing, drafting and redrafting, responding to written and verbal feedback, and peer evaluation. Work is edited using green pen so that the improvements that have been made are unambiguous, with the children fully appreciating the ‘why’.

Finally, after being fully edited, the series of drafts are brought together and written as a finished piece. The progression of the writing process is clearly evident within the children’s books, illustrating that from a quality text, quality writing is produced.

GRAMMAR AND PUNCTUATION

At Sherington, grammar and punctuation is taught during English sessions through contextualised learning linked to the exemplar text. Grammar, language and punctuation skills are taught through analysis of the writer’s use of effective vocabulary choices, language structures and writing style. The children are given opportunities to practise and develop their own writing style using the skills they have learnt. They will also learn different grammar and punctuation styles in isolation to prepare them for end of key stage tests.

HANDWRITING

We follow the Nelson handwriting scheme. All handwriting sessions are well-planned and modelled. Children in Key Stage 2 focus on correct spelling as well as the correct starting point, letter formation and join. Children in year 6 who consistently show the Sherington expectations for handwriting and presentation in all of their books can earn their pen license, which enables them to use a handwriting pen.

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World Book Day 2021: Thursday 4th March

This year, our chosen book is: The Last Tree by Emily Haworth-Booth.

From the author of the phenomenally successful The King Who Banned the Dark comes a new tale about community, and our relationship with the environment and nature.

‘Once upon a time a group of friends were seeking a place to call home. The desert was too hot, the valley was too wet and the mountain was too windy. Then they found the forest. It was perfect. The leaves gave shelter from the sun and rain, and a gentle breeze wound through the branches. But the friends soon wanted to build shelters. The shelters became houses, then the houses got bigger. All too soon they wanted to control the environment and built a huge wooden wall around the community.  As they cut down the trees, the forest becomes thinner, until there is just one last tree standing. It is down to the children to find a solution.’

From Monday 22nd February, teachers and pupils will start to explore the text through a variety of inspiring, engaging, stimulating and exciting activities

On Thursday 4th March, pupils and staff will dress up as anything linking with the text. Over the years, the children’s costumes have become more and more creative and we hope that this year proves to be the best yet. There will be a ‘virtual’ costume parade on Teams for each class and alongside the parade, the children will be taking part in a carousel of pre-recorded activities, as well as completing an imaginative writing task.

 

 


 

World Book Day 2020: Thursday 5th March

This year, our chosen book is: Return by Aaron Becker.

Caldecott Honor winner Aaron Becker delivers a suspenseful and moving climax to his wordless trilogy, an epic that began with the award-winning Journey and continued with the celebrated follow-up Quest.

Failing to get the attention of her busy father, a lonely girl turns back to a fantastic world for friendship and adventure. It’s her third journey into the enticing realm of kings and emperors, castles and canals, exotic creatures and enchanting landscapes. This time, it will take something truly powerful to persuade her to return home, as a gripping backstory is revealed that will hold readers in its thrall.

Please follow the link below to find out more about the story and to be inspired: https://www.youtube.com/watch?v=HmC1m1H-leg.

 

 


 

World Book Day 2019: Thursday 7th March

This year, our chosen book is A Child of Books by Oliver Jeffers. 

Stories bring us together, provide shared experiences and glimpses into the unknown, broaden outlooks, entertain, transport, educate, and inspire. Reading is the foundation of every child’s education, and fostering a love of story is the first step in creating a reader.

I am a Child of Books. I come from a world of stories. And upon my imagination, I float.

In this inspiring, lyrical tale about the rewards of reading and sharing stories, a little girl sails her raft “across a sea of words” to arrive at the house of a small boy. There she invites him to come away with her on an adventure. Guided by his new friend, the boy unlocks his imagination and a lifetime of magic lies ahead of him… But who will be next?

To find out more about A Child of Books and to get inspiration for costumes please click here.

 


 

World Book Day 2018: Thursday 1st March

 

This year, our chosen book is Blue Planet II.

 

With Blue Planet II being so popular at the moment, we thought it would be a great idea to mix things up and take full advantage of such an amazing book being published about the oceans surrounding us. It also gives us chance to explore non-fiction, showing to our children that reading does not only have to be that of story books.

 

From ambush hunters such as the carnivorous bobbit worm to cuttlefish mesmerising their prey with a pulsating light display, Blue Planet II reveals the never-before-seen secrets of the ocean. With over 200 breath-taking photographs from the BBC Natural History Unit’s spectacular footage, each chapter of Blue Planet II brings to life a different habitat of the oceanic world. A final chapter explores the science and technology of the Ocean enterprise – not only how they were able to capture these amazing stories on film, but what the future holds for marine life based on these discoveries.

Check out some of the fantastic scenes:

http://www.bbc.co.uk/programmes/p04tjbtx/clips

 


 

World Book Day 2017
Biscuit Bear – by Mini Grey

 

 

World Book Day 2016
Toys in Space – by Mini Grey

 

 

World Book Day 2015
On Tuesday 15th September 2015, Children’s Author Mac Barnett came to our school to talk to children from Sherington and Invicta about his books, being an author and the process of writing a story and getting it edited, illustrated and published. He read one of his short picture books, and discussed the content with the children. As well as reading an excerpt from another book, The Terrible Two.