Bishops Waltham Infant School promises a unique experience which is to be treasured and remembered. Learning is at the centre of everything we do. We believe it is the route to happiness and fulfilment, providing a journey of discovery which is limitless.
The power of our curriculum lies in its integration. Learning crosses boundaries between subjects. Our projects have English as a central driver. The school learning values are also entwined within these projects. We strive to ensure children are fluent, creative and have a passion for English in the wider curriculum.
Language is an integral part of learning and has a key role in our projects. We strive to have a language and communication rich environment to help close the “word gap”.
We cover a range of genres across a child’s term, including fiction, information and poetry. There is a balance between creative and knowledge based written opportunities with purposeful application, taken beyond the classroom.
Children enjoy English, inspired to read and write by book or hook.
As you walk around our school, you will see wonderful examples of English at Bishops Waltham Infant School on display – celebrating the children’s skills, knowledge and creativity!
"We are storytelling creatures, and as children we acquire language to tell those stories that we have inside us." Jerome Bruner
At Bishops Waltham Infant School we believe that children should develop the ability to communicate through written language in a lively, interesting and informative way, writing as an author. We use a variety of stimuli as well as different purposes and audiences, giving the individual a reason to write based on their own needs.
Our assessment for learning ethos at Bishops Waltham Infant School encourages the children to try their best and to further their own learning. The teachers mark in pink pen to show what they are “tickled pink” about. This is often in the form of 2 stars. The children are also encouraged to assess their own learning including choosing their own stars or putting their writing in the traffic light trays. (Green for I could do this, Yellow I could do this but found it hard, Red I found this very hard and needed help.) Teachers also mark using a green pen. This is to highlight any areas that need improving, for example common words that are incorrect or handwriting. The children will edit their own writing throughout using a purple pen.
"If you want to be a writer, you must do two things above all others:
read a lot and write a lot."
At Bishops Waltham Infant School we teach a wide range of genres. The genres include Stories, Poetry and Non-Fiction; including letter writing, recounts, instructions and reports.
The genres taught link to the current project and teachers plan a hook to ensure the children are enthused and that the learning is relevant.
The children are encouraged to “Talk for Writing” which enables them to imitate the key language before they try reading and writing it. Through fun games and activities they rehearse the tune of the language, followed by shared writing to show them how to craft their writing.
When teaching narrative (story writing) the children will be given opportunities to hear a story, read a story, use actions, tell the story, use story language, plan the story (story hill/map) and write the story. The story can be imitated, innovated or invented.
When teaching non-narrative (information writing) the children will be given opportunities to hear information, read information, use actions, tell information, use informative language, plan the writing (Box it up) and write the information.
In our literature rich reading environment we believe that reading should encourage a positive view of the written text, as a source of pleasure as well as a valuable source of ideas and information, to support all areas of the integrated curriculum. Key texts are chosen to enhance the integrated curriculum and children are taught how to read and to love to read. We strive to ensure our readers become confident and fluent, giving them opportunities to read at school and at home. Books are sent home daily with an accompanying Reading Diary. Teachers may indicate which pages or book the child is to read at home. When heard read in school, this is recorded by the Teacher or volunteer helper. Children and parents are encouraged to fill in their reading diary and have stickers and rewards to maintain the love of reading. Children are allocated an appropriate book band. The book band given will provide individuals with a level of books which will allow them to read with the appropriate fluency and challenge.
“The whole world opened up to me when I learned to read” – Mary McCleod Bethune
Week by Week Phonics teaching plan
Year 1 Winter Warmer - Miss Salter helped encourage children and parents to read more at home. Take a look below at her handy hints and book lists.
Summer Reading Challenge 2020
The Summer Reading Challenge is now complete.
Congratulations to all of our star readers who completed the challenge.
The annual Summer Reading Challenge aims to motivate 4 – 11 year olds to read six (or more) books of their choice during the summer holidays, with collectable incentives and rewards, plus a certificate for every child who completes the challenge.