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Due to the current COVID-19 restrictions, regrettably we are unable to invite parents into school for a tour of Berkswich CE primary and nursery. We understand that choosing the right setting for your child is one of the most important decisions that you will make in your child’s learning journey. With this in mind, we hope to provide you with a range of opportunities to allow you to gain an insight into life as part of our special Berkswich community and the chance to ask questions. We certainly welcome the opportunity to support and reassure you as you organise your child’s first steps into Nursery and Reception. We are offering virtual meetings to provide an opportunity for new parents to meet our headteacher, EYFS leader and teaching staff. This will provide a great opportunity for you to ask questions and find out about our community and learning at Berkswich CE. Your child is a vital part of this process, and so we welcome them to join in with the meeting.

Reception slots

Tuesday 17th November 9am – 10:30am

Tuesday 1st December 3:30- 5:30pm

Tuesday 8th December 9am – 10:30am

Nursery slots

Tuesday 19th January 9am– 10:30am

Tuesday 2nd February 3:30—5:30pm

Tuesday 9th March 9am—10:30 am

To book your ten-minute virtual meeting on one of the following days please call the school office on 01785 337360 or send an email to office@berkswich.staffs.sch.uk

Please visit our admissions page to take a closer look at our Nursery and Reception classes, as well as our admissions arrangements. Thank you.

BerkswichCE Primary School

Achieve, Believe and Care

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English in Year 5 and 6

English in Year Five and Year Six

 

Spoken Language (in all years)

 

Pupils should be taught to:

  • listen and respond appropriately to adults and their peers
  • ask relevant questions to extend their understanding and knowledge
  • use relevant strategies to build their vocabulary
  • articulate and justify answers, arguments and opinions
  • give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
  • maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
  • use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
  • speak audibly and fluently with an increasing command of Standard English
  • participate in discussions, presentations, performances, role play, improvisations and debates 
  • gain, maintain and monitor the interest of the listener(s)
  • consider and evaluate different viewpoints, attending to and building on the contributions of others
  • select and use appropriate registers for effective communication. 

 

Writing - Transcription

 

For spelling, please visit the 'Supporting Learning' area in the main site (link below).

 

Handwriting and presentation 

 

Pupils should be taught to:  

  • write legibly, fluently and with increasing speed by: 
    • choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters
    • choosing the writing implement that is best suited for a task.

 

Writing Composition

 

Pupils should be taught to: 

  • plan their writing by: 
    • identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own 
    • noting and developing initial ideas, drawing on reading and research where necessary 
    • in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed 
  • draft and write by:  
    • selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning 
    • in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action 
    • précising longer passages 
    • using a wide range of devices to build cohesion within and across paragraphs 
    • using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining] 
  • evaluate and edit by: 
    • assessing the effectiveness of their own and others’ writing
    • proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning 
    • ensuring the consistent and correct use of tense throughout a piece of writing 
    • ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register
  • proof-read for spelling and punctuation errors
  • perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.

 

Writing - vocabulary, grammar and punctuation

 

Pupils should be taught to: 

  • develop their understanding of the concepts set out in English Appendix 2 by: 
    • recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms 
    • using passive verbs to affect the presentation of information in a sentence 
    • using the perfect form of verbs to mark relationships of time and cause 
    • using expanded noun phrases to convey complicated information concisely 
    • using modal verbs or adverbs to indicate degrees of possibility 
    • using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun 
    • learning the grammar for years 5 and 6 in English Appendix 2 
  • indicate grammatical and other features by: 
    • using commas to clarify meaning or avoid ambiguity in writing 
    • using hyphens to avoid ambiguity 
    • using brackets, dashes or commas to indicate parenthesis 
    • using semi-colons, colons or dashes to mark boundaries between independent clauses 
    • using a colon to introduce a list 
    • punctuating bullet points consistently 
  • use and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading.
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