If you want to be a writer, you must do two things above all others: read a lot & write a lot.

Stephen King

Phonics
At St. Andrew’s Primary School, to support early reading and writing, we use Letters and Sounds as the foundation of our phonics approach. This document is available to view here.

Grammar
At St, Andrew’s, grammar is an integral part of our English curriculum. The National Curriculum that children follow in English schools puts a great deal of emphasis on children understanding English grammar. At the end of each key stage (Year 2 and 6), children sit a Grammar, Punctuation and Spelling test. Here is a grammar glossary that tells you all of the different grammar terms used and their meanings for each year group.

Grammar heading

Here are our results for the Autumn 1 ‘Great Grammar Challenge’, these are the classes in each year group who achieved the most golden stars at the end of the half term:

Year 1 LB, HW/LB, BL – All 100%
Year 2 JB – 79%
Year 3 DP – 80%
Year 4 ER – 96%
Year 5 KN – 95%
Year 6 CC – 96%

Here is an example of our ‘Great Grammar Challenge’. To achieve a golden star, children must get the challenge correct each week over the half term.Grammar challenge week 1

Check Out Our Super Reading and Writing

Reception

Rec writing (2)

Year 1

Y1 InfY1 writing

Year 2

Y2 infY2 writing

Year 3

Y3 infY3 writing

Year 4

Y4 infY4 writing

Year 5

Y5 infY5 writing

Year 6

Y6 infY6 writing

The MORE that you READ, the more THINGS you will KNOW. The MORE you LEARN, the more PLACES you’ll GO!

Dr. Seuss

Going For Gold!

To be Gold in Writing:

  • Use all the writing criteria for the year group in every piece of writing.
  • Write different types of texts which interest the reader.
  • A wide variety of sentence styles are used.
  • Year group words are spelt accurately.
  • A wider variety of punctuation is used, correctly.
  • The grammar used is accurate.
  • Vocabulary is more adventurous and creates an effect.
  • Handwriting is well-developed for the year group standard.

To be Gold in Reading:

  • Read a wide variety of books with fluency and intonation.
  • Use a wide range of reading skills to gain a thorough understanding.
  • Make inferences when reading which can be fully explained.
  • Develop fuller comprehension answers using evidence from reading.
  • Make links or comparisons within and across books.
  • Explain and discuss their understanding of books to a high standard.

 

Check Out Our Gold English Work!

 

Nursery

nursery

Reception

reception

Year 1

year 1

 

Year 2

year 2

 

Year 3

year 3

 

Year 4

year 4

 

Year 5

year 5

 

Year 6

year 6

 

 

 

Check Out Our Gold Reading Work!

 

 

Year 1

r year 1

 

 

Year 2

r year 2

 

 

Year 3

r year 3

 

 

Year 4

r year 4

 

 

Year 5

r year 5

 

 

Year 6

r year 6

 

 

Problem Solving in English!

Reading

  • Inference: jigsaw puzzle-what you can see or have read + what you know=inference.
  • Predictions: considering what might happen next/why.
  • Selecting relevant evidence to support ideas.
  • Summarising: deciding which parts of the text are most relevant and recording in a given number of words.
  • Questions: considering questions which are relevant to the text and then what the answers would be.
  • Clarifying language choices using the text-reading within context.
  • Identifying problems/solutions in stories.
  • Finding out what is implied and not just stated.
  • Comprehension: finding the right answers using the text.
  • Retelling a story/details of a text in your own words.
  • Forming opinions when reading.
  • Reflecting on the text.
  • Forming pictures in your head of what has been read.
  • Identifying the most important information.
  • How to read, being aware of certain types of punctuation/being able to read unknown words successfully. Ordering events.
  • Using strategies to read unfamiliar words/gain meaning.
  • Considering the thoughts of characters.
  • Using a dictionary/thesaurus-when looking up new words, understanding you may need to use the root word, or use the second/third letter to locate words.
  • Discussion will also be used in reading activities which is part of the problem-solving process.

Writing

  • Forming a plan for written tasks.
  • Considering how to structure written tasks.
  • Précising information.
  • Narratives: creating problems and solutions.
  • Ensuring all elements have been included for the text type or that the year group criteria has been included.
  • Considering the most effective language to include.
  • Deciding on the punctuation to include/how to use it.
  • Establishing the best way to present written tasks.
  • Deciding whether writing makes sense and if not, how to correct it.
  • Considering whether spelling is correct, then establishing how to correct it.
  • Discussion writing: deciding on viewpoints.
  • Instructions: ordering the instructions.
  • Explanation: deciding how something works.
  • Letters: deciding who to write to and why.
  • Persuasive writing: deciding the best way to persuade, which techniques to use.
  • Recounts: establishing the order of events, the chronology.
  • Establishing the audience for written tasks and what the purpose is.
  • Translating written information into pictorial form or diagrams.
  • Writing word problems.
  • Understanding how to use vocabulary in context.
  • Using the correct grammar when writing.
  • Discussion will also be used in writing activities which is part of the problem-solving process.

Key Spellings

Year 3 Spellings
Year 3
Autumn  1st half
Year 3
Autumn 2nd half
Year 3
Spring 1st half
Year 3
Spring 2nd half
Year 3
Summer 1st half
Year 3
Summer 2nd half
actual
learn
group
heard
arrive
circle
often
build
eight
caught
centre
century
heart
breath
breathe
busy
early
continue
decide
island
minute
difficult
earth
consider
enough
perhaps
address
guard
material
recent
guide
forward
fruit
though
notice
quarter
length
library
famous
describe
mention
answer
appear
actually
extreme
February
certain
height
history
imagine
increase
interest
important
Year 4 Spellings
Year 4
Autumn  1st half
Year 4
Autumn 2nd half
Year 4
Spring 1st half
Year 4
Spring 2nd half
Year 4
Summer 1st half
Year 4
Summer 2nd half
accident
believe
strange
reign
interest
various
possible
grammar
woman
women
promise
therefore
opposite
ordinary
perhaps
pressure
particular
calendar
popular
position
possess
possession
purpose
potatoes
through
different
exercise
regular
complete
remember
sentence
separate
special
thought
weight
straight
favourite
strength
suppose
surprise
bicycle
business
medicine
natural
naughty
peculiar
occasion
occasionally
probably
knowledge
experiment
experience
question
disappear
important
Year 5 Spellings
Year 5
Autumn  1st half
Year 5
Autumn 2nd half
Year 5
Spring 1st half
Year 5
Spring 2nd half
Year 5
Summer 1st half
Year 5
Summer 2nd half
occur
accompany
according
achieve
aggressive
forty
ancient
apparent
occupy
attached
available
average
awkward
bargain
bruise
category
cemetery
critic
community
communicate
competition
conscience
conscious
dictionary
equipped
curiosity
definite
harass
foreign
controversy
convenience
correspond
criticise
desperate
determined
disastrous
embarrass
environment
equipment
especially
exaggerate
hindrance
excellent
existence
explanation
familiar
amateur
frequently
government
guarantee
immediate
develop
identity
rhyme
rhythm
temperature
thorough
sacrifice
secretary
Year 6 Spellings
Year 6
Autumn  1st half
Year 6
Autumn 2nd half
Year 6
Spring 1st half
Year 6
Spring 2nd half
Year 6
Summer 1st half
individual
interfere
interrupt
language
leisure
lightning
marvellous
mischievous
muscle
necessary
vehicle
yacht
recommend
relevant
restaurant
signature
sincere
immediately
soldier
stomach
sufficient
suggest
twelfth
variety
vegetable
neighbour
nuisance
appreciate
accommodate
opportunity
parliament
persuade
physical
prejudice
privilege
profession
programme
pronunciation
queue
recognise
symbol
system
temperature
thorough
committee
environment
government
communicate
accommodate
embarrass
rhyme
rhythm
sacrifice
secretary
shoulder
appreciate
conscious
competition
definite
convenience
desperate
disastrous
especially
equipment
foreign
familiar
frequently
government
guarantee
immediate

Handwriting Examples

Damian Harvey: Author Visit

At St Andrews, we are continuing to develop our aim of  encouraging reading and writing for both girls and boys across the school. As a result of our English sponsored event, we were able to invite author Damian Harvey in to school to deliver English and Reading based workshops for all year groups. The children benefited from the sessions which included performance based activities as well as learning how a book is made from start to finish. The children also participated in 1:1 story writing sessions with Damian in the classroom.

Learning to be a reader gives a terrific advantage.

Roald Dahl

English Updates

Music

Autumn 2018- children in the Department of Excellence have been busy combining DT, English and Music. Year 3- Have created instruments and evaluated how successful they are. Year 4/5- Children had a class vote and selected their favourite song to appraise. Here are some excellent examples of what children can hear and what their opinions are of the... read more

Dazzle Delights!

Dazzle is a fun time at the end of the week when we try something new or practise something exciting. Here are some of the exciting Dazzle activities we have done so far: Balance beam PE problem Solving: Creating our own balance course. The children noticed that that the blocks could be moved to creating different letters and they worked together to build and test the different letter courses that they could make. They used their arms to keep balance. We are all special and unique! We have been looking at the story of Elmer the elephant. Elmer was a unique patchwork coloured elephant. We are also unique and we explored the different colours we created by mixing them to create our own unique sponge printed elephants. We talked about how we all have different likes and dislikes and that many of us have things that we are good at. Elmer’s super power was the ability to make people happy. We shared what we thought was our super powers and decorated super hero masks.         Pizza Making : The county we have been learning about this term is Italy. Children have been encouraged to use the reply Ciao! when replying to the register and we have made some super yummy pizza.  ... read more

World Book Day in Reception

WORLD BOOK DAY! In Reception, we have been celebrating World Book Day. We love to talk about our favourite characters and the area was full of excitement as we shared our favourite books with each other. Sharing a good story is where friendship begins… Creating pasta necklaces for our princess characters.                 Exploring pirate ships.             Exploring settings.                Tracing our favourite characters.   ” Zog is a book I love reading, what’s yours?”... read more

Global Awareness – Project Cecil: Saving Endangered Animals

Project Cecil The whole school has taken part in a project to research endangered animals as part of a whole school homework.  The homework was completed by everyone and included some wonderful pieces of research and art, in the form of T-shirt designs. Project Cecil is a charity to promote understanding and the protection of endangered animals world wide and was started by Lorna Good (a teacher in Ohio, Columbus,USA.) Her children have been involved in some wonderful enterprise work including campaign adverts, rock painting and creating t-shirts for sale across the world.  At St Andrew’s School, we understand our responsibilities as global citizens to look after the world that God has loaned to us. We have joined forces with the Project Cecil Network and are looking forward to entering some of our t shirt designs into the competition, the winners of which will be made into T shirts. We have displayed a selection of outstanding work in the Lower School Hall. The runners up for each phase are: Phase 1 – Thomas Burton (Nursery) Sam Ulyatt (Year 1) Phase 2 – Harley Hobson (Year 2) Super Research by Alfie Brown. Year 3 Phase 3 – Jay Johnson (Year 5) Kieran Hildyard (Year 6) The Winners of the T Shirt Design Competition are: Phase 1 – Fletcher Nolan (Reception) Phase 2 – Holly Fieldsend (Year 3) Phase 3 – Oliver Barrass (Year 4)   Well done for the wonderful creations and research which really showed off the quality of our cross curricular skills. The RE and Geography Team will be working on this project further and will keep you... read more

Year 4s disembarking at Gold

The Year 4 children have had a busy time locating and studying different settlements in Britain. They then expanded on this by using their computing skills to research the physical features in the area and how they impacted on the lives of the settlers. Well done Year... read more

Landing at Gold with Shakespeare.

During their topic of Shakespeare, Year 5 have researched and located the counties and rivers surrounding Shakespeare’s place of birth. They have then provided a map and the grid reference of key places in Shakespeare’s life. So if you’re interested in visiting Stratford-Upon-Avon it is worth checking with the Year 5. They know where to go! Joined up learning included geography, history, English and maths. Brilliant work Year... read more

Destination: Gold

Here is an awesome and informative example of working towards gold from the Year 6s. This research topic is all about North America, our theme for the Geography Focus Day. Just like a professional travel brochure, it contains both human features (Disney Land) and physical features (The Rocky Mountains) that people may want to visit. There is also clearly labelled maps to show us where we can find North America. Brilliant research Year... read more
Paragraph Game
Spelling Game

Nouns and Adjectives Game

Punctuation Game

Sentences Game

Synonym and Antonym Game