Instructions. All children must listen to and read instructions carefully to ensure that we garden safely. We must take in information, process this and then carry out tasks.
Subject-specific vocabulary. We learn new words specific to gardening, such as the names of tools, plants and gardening systems.
Debating and persuasive language. We make decisions together but have to argue our case first! If we want to move a bed, or change where the greenhouse is, for example, we must present our argument to the rest and explain why it would be better somewhere else.
Reading. We make information posters and leaflets on what is happening in our garden and we must create these posters for all to read.
Writing. We complete questionnaires and quizzes on plants and farming and need to write our answers. We also write thank you letters to donators and information posters.
Designing. We design our garden and draw and label our designs.
Reading. We must read instructions on seed packets about when to sow and plant them.
Speaking. We must converse with other students in the club to inform them about tasks, demonstrate how to complete an activity or explain verbally if there is an issue to the teacher.
Reading:
"Pupils should be able to read books written at an age-appropriate interest level. They should be able to decode most new words outside their spoken vocabulary, making a good approximation to the word’s pronunciation. They should be developing their understanding and enjoyment of stories, poetry, plays and non-fiction, and learning to read silently. They should also be developing their knowledge and skills in reading non-fiction about a wide range of subjects. They should be learning to justify their views about what they have read. "
Writing:
"Pupils should be able to write down their ideas with a reasonable degree of accuracy and with good sentence punctuation. Teachers should therefore be consolidating pupils’ writing skills, their vocabulary, their grasp of sentence structure and their knowledge of linguistic terminology. Teachers should make sure that pupils build on what they have learnt, particularly in terms of the range of their writing and the more varied grammar, vocabulary and narrative structures from which they can draw to express their ideas. Pupils should be beginning to understand how writing can be different from speech. Joined handwriting should be the norm; pupils should be able to use it fast enough to keep pace with what they want to say."
National Curriculum, Gov.uk
"Pupils should be able to read most words effortlessly and to work out how to pronounce unfamiliar written words with increasing automaticity. If the pronunciation sounds unfamiliar, they should ask for help in determining both the meaning of the word and how to pronounce it correctly. Pupils should be able to write down their ideas quickly. Their grammar and punctuation should be broadly accurate. Pupils’ spelling of most words taught so far should be accurate and they should be able to spell words that they have not yet been taught by using what they have learnt about how spelling works in English. By the end of year 6, pupils’ reading and writing should be sufficiently fluent and effortless for them to manage the general demands of the curriculum in year 7, across all subjects and not just in English, but there will continue to be a need for pupils to learn subjectspecific vocabulary."
National Curriculum, Gov.uk
"The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils:
read easily, fluently and with good understanding develop the habit of reading widely and often, for both pleasure and information
acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
appreciate our rich and varied literary heritage
write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.