English Questionnaire

This questionnaire is designed to explore staff opinions and identify priorities and next steps for English at our
school. Please be as honest as possible when completing it as this would help me greatly.

Name: Rabeena Bashir Year: 6

Skills and knowledge

I feel confident in my I do feel my subject knowledge of the year 6 curriculum is good. However, I accept
subject knowledge to there will be times when I may need to re-cap on things.
the level at which I
teach.

I understand the I understand that effective planning requires identifying the intended learning
planning process, where objectives/outcomes, planning specific learning activities and assessment opportunities
to access good planning that are engaging and meaningful to children. If I need support, I will normally speak to
and supporting English lead.
resources.
I understand the 5-stage I understand the 5-stage writing process. However, I do not find it necessary to publish
writing process: every piece of writing the children do.
planning, drafting,
revising, editing, and
publishing.
If I am unsure of any I will normally speak to English lead.
aspect of the English
Curriculum content
requirements, I know
who to speak to.
CPD
The English CPD I have found the CPD around writing supportive.
opportunities have
supported my
understanding in the
teaching of reading and
writing.

The Allison Philipson I have found these meetings really useful and would like to continue attending these.
Writing Moderation
meetings have
supported me to assess
my pupils writing
accurately.

I have some gaps in my I would like some specific training around teaching NTE children.
subject knowledge and Some CPD to engage reluctant writers in year 6. Most training I have had in the past is
require further English relevant for younger children and do not work with older pupils.
CPD opportunities.
(Please specify which
area Reading/Writing)

Is a writing culture I know because opportunities for writing are planned for nearly every English lesson, at
embedded in your times across the curriculum and in early morning work. During writing I ensure children
pupils? How do you have a calm, quiet environment to work in. Children’s writing is displayed and
know? celebrated. Time for reading is given on a daily basis. I also have ensured children know
they can make mistakes in writing and be creative – allowing independency.

How do you revisit Most often prior learning is incorporated in new learning. At times, prior leaning will be
prior learning and revisited in starters -this ensures prior knowledge is retrieved and retained.
skills? How do you
ensure prior knowledge
is retrieved and
retained?
Can you identify gaps I can most often identify gaps when reading through children’s work.
in pupil’s knowledge or
do you need to access
the English progression
documents (shared
drive) to identify the
objectives that have
been missed?

Where gaps are If a specific gap in learning applies to only a few children, then an intervention will be
identified, what planned for those children. However, if the gap in questions applies to more children,
happens to fill them? then a lesson will be planned to fill the gap, or if possible incorporated into a lesson.
How do you use
evidence of pupils’
learning to feed into
further planning?

What can be done to Teachers that show a passion for writing and English in general. All teachers to have
have a positive impact bank of strategies to engage those reluctant writers.
on pupil outcomes?
How do you know? I know because the main problem is - especially amongst boys - a culture of not liking
English.
If I could make one suggestion, it would be: To incorporate writing in other areas in the curriculum e.g. writing
explanatory texts and non-chronological reports for science. This will deepen understanding in these areas and may
engage reluctant writers.