Phonics are taught not as an adjunct but rather an intrinisic part of our methodology. Whilst we encourage pupils to always want to venture an answer, we do point key phonetic features as and when their mispronunciation impedes meaning.
Routine lesson activities to develop the sound to spelling link underpin most lessons and these include:
Reading aloud as a classChoral repetitionFaulty echo tasksDelayed dictations
New language is presented using a mixture of sentence builders and parallel texts and we adopt the READ approach.
Reading aloud to the class and reading together as a class are absolutely key to the introduction of new and familiar sounds
On presenting new language
We Ring the vowel combinations
We Emphasise the accents
We Asterisks the silent letters
We Double underline the double letters
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Vocabulary is of course the bedrock of all that we do and our communication functions would be nothing without vocabulary.
We present vocabulary using a mixture of methods including sentence builders, parallel texts, and choral repetition.
The onus throughtout it to teach less vocabulary but to teach it thoroughly; we do not overload pupils, but favour instead
We teach the the Look, Cover, Copy and Check method of learning vocabulary and provide ample opportunities in lessons for students to test themselves and each other.
To support vocabulary learning we use a range of online platforms which can also be used individually to support home learning. These include Quizlet, Blooket, Wordwall and Gimkit.
The Week 3 assessments in each half term involve a vocabulary test, be it recognition of the written word or a spelling test.
We are keen to present to students words which are cognates particulary where this would enrich their English vocabulary.
At topic level, each half term has a topic which sits with one of the GCSE Themes.
Local, National, International and Global areas of interest;
Current and Future Study and employment
Our communcation functions are visited in each half term and therefore are the recurrent elements of our curriculum which permeate each lesson.
Within each topic students are taught how to be....
-Giving their opinion
-Explaining their opinion
-Asking questions
-Extending their sentences
-Adding variety to their sentences
-Using verbs with infinitives
-Using three time frames
We believe that the constant revisiting of these functions, coupled with the phrases and grammar behind them, provides students with a solid fonudation. The early taste of fluency helps students to feel confident at an early age.
For example, a Year 7 student is able not only to say which pet they have but also which pets they have had, and would like and why.
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We have identified 7 communicaton functions which we believe prepare students to communicate within the themes.
We use these as the starting point in planning each lesson and they form the objective.
The communication functions determine the grammtical focus of a lesson.
Simple opinion phrases
Basic justifications
Previous opinions
Developed justifications
Others' opinions
Using the connectives et mais parce que
Opinion verbs with an infinitive
Opinion verbs in Perfect Tense
First three persons of er, faire, avoir, être, aller
Introduction to the futur proche
Synonyms for parce que
Sentences with two time frames
Using the Imperfect Tense
Using the Perfect Tense
Quand clauses
Direct Object pronouns
Ce qui and Ce que clauses
Futur simple
Conditional Tense
Si clauses
y
en
Adjectival agreement singular and plural
Gender
Spelling of common nouns
Verbs in the first three persons
Adjectival agreement singular and plural
Agreement of participles