English

 

Reading

 

Intent

 

We intend to:

 

  • ensure children are absorbed and enthusiastic when it comes to reading

promote a love for reading for life.

  • expand pupils' vocabulary and deepen their understanding of the texts they are reading
  • ensure children retrieve information, interpret meaning and comment on the author's choice of vocabulary or style
  • link reading to writing where possible to ensure children read with a ‘writerly eye’.

 

Implementation

 

  • In Class 1, Reception and year 1 are taught to use Read, Write, Inc program to help them read
  • The teaching of phonics is systematic and rigorous
  • Children take home the book they are reading in their Read, Write Inc session to build fluency and consolidate the words and phonemes taught
  • Children also have a daily story time session where they access a range of stories and develop their comprehension skills

 

  • In Class 2, 3 and 4 Whole Class Reading (WCR) is implemented every day
  • Teachers begin the process by unpicking key vocabulary from an ‘above pay grade’ text
  • There are many opportunities for teachers to model reading sections of the book to the children, this gives the children opportunity to understand what is being read as well listen to excellent use of expression and intonation
  • Children have opportunity to read individually, in pairs and in small groups, completing challenges across the reading domains that link to each section
  • Comprehension challenges are linked directly to the reading domains and assessments are made against these daily
  • Reading environments are stimulating, they encourage children to choose different reading material, talk about books and become immersed in a text
  • Teachers encourage ‘book talk’ within their class and across the school. This is reflected in displays across school, reading areas and the time dedicated to reading

 

Impact

 

The impact of our approach to WCR is that all our children are given the opportunity to access ‘above pay grade texts’, giving them chance to feel challenged and make outstanding progress. This approach ensures children are reading every day and regularly to staff throughout the week. With this strong focus on reading from an early age, children feel at ease with books and this ensures that they are fully prepared for their phonics, KS1 and KS2 SATS tests or equivalents. Regular ‘book talk’, stimulating reading environments and displays ensure a strong reading culture across school where children are encouraged to read for pleasure.

Writing

 

Intent

Becoming a skilled writer is a vital life skill and should be applied in all areas of the curriculum. We intend to make writing:

 

  • Enjoyable - develop a positive attitude and stamina for writing
  •  Purposeful - children to write in a range of styles and genres for a stated purpose.
  •  Engaging and creative - develop a love for writing and a sense of pride when children publish their work
  • Children develop a positive attitude, stamina for writing and pride in their published work.

 

Implementation

 

  • High quality texts are used to inspire us as teachers and enthuse our children.
  •  Yearly writing assessment frameworks ensure the skills learnt are progressive through the year groups.
  • Vocabulary is amplified through using the Word Power approach
  • Cross-curricular writing linked to our learning journey work to stimulate children’s creativity.
  • Children  write in a range of styles and genres and for real purposes focusing on the audience and form.
  • Teachers have a deep knowledge and understanding of the subject and plan inspiring lessons.
  • We use questioning effectively and demonstrate understanding of the ways pupils think about subject content.
  •  High quality writing is achieved through a structured approach as follows

 

 The CCC’s (Collect, Connect and Create) approach.

 

  1.  ‘Collect’ stage - ponder and predict what might happen in the story, analyse WAGOLL’s for word sentence and organisational features as well as collect high quality vocabulary from the text in which the children can magpie.
  2. ‘Connect’ stage - use the collected vocabulary and model it into sentences. We also develop ideas by manipulating sentence structures, constructing paragraphs and use higher-level punctuation. We put great emphasis on children taking pride in their writing.
  3.  ‘Create’ stage - draft sections or paragraphs of text using writing skills checklist and then edit and improve these pieces of writing before publishing a final piece. This produces a high quality published piece of writing with all feedback embedded.

 

 Intended Impact

 

Children will become:

  • Proficient and skilled writers
  • Able to write for different purposes.
  • Apply their writing skills across the curriculum

 

Writing in the Early Years Foundation Stage Children

 

 Children are taught Phonics daily. South Kilvington has adopted the Read Write Inc Programme which is delivered to small, targeted groups.  This ensures effective teaching and progression of skills through careful assessment. Children link the sounds learned to their early reading and writing. They are encouraged to mark make and write in provision areas for purpose e.g. a menu in a cafe or a list of building materials needed. Correct pencil grip and correct letter formation is modelled and encouraged.

 

Key Stage 1

 

Children are taught phonics (Read Write Inc) and SPAG (spelling, punctuation and grammar) alongside and within English lessons. Texts/experiences are chosen carefully following the children’s interests and/or linked to the topic. The CCC approach begins in Class 2 as the format for their lessons.

 

Key Stage 2

 

Children are taught SPAG within English lessons and as a discrete lesson every day.  They develop skills linked directly to the National Curriculum for their age group. Teachers encourage creativity through using high quality literature in many forms (books, videos, internet based...) Children are taught to recognise the form, audience and purpose of the genre they are studying and explore the construction of a variety of text types. Detail analysis of similar texts helps the children to understand what the success criteria are for that style of writing. This encourages them to produce increasingly high quality writing specific to the genre. The CCC approach is used effectively to expand the use of interesting vocabulary, accurate ‘technical skills’ and a finished, published piece of writing.