Literacy

 

 

 

Reading

Intent

At Parklands Primary School, our vision is to create enthusiastic and motivated readers who possess a lifelong love for literature.  The secure phonics knowledge that we aim for pupils to obtain by the end of Key Stage One, ensures that children are instilled with skills to both decode words in order to read fluently and to comprehend what they have read. Reading promotes higher order thinking which extends to analysing authors’ intent and participating in high-quality discussions about texts, building on their own and other’s ideas and challenging views courteously. From Early Years Foundation Stage to Year Six, we nurture a home-school partnership, which enables parents and carers to understand how to enhance the skills that pupils learn at school. Pupils are able to apply the skills learnt in reading lessons across the curriculum. Children are encouraged to read for a range of purposes, including reading for pleasure. Teachers aim to establish a love and appreciation for reading. In order to support this, each classroom has a ‘Reading Challenge’ which encourages pupils to read at home on a regular basis.

Our Reading curriculum is inclusive, providing opportunities for all pupils to develop their skills and knowledge to become independent, confident and successful readers.  It is cognitively challenging, ambitious and engaging, ensuring it delivers the requirements of the National Curriculum. Pupils are exposed to a wide range of authors. Reading texts are chosen by taking into account contextual and environmental factors as well as focusing on the individual children at Parklands. This helps them to understand more about the world they live in through the knowledge they gain from texts. Progression across the school is clear, taking into consideration pupils starting points as well as end of Key Stage expectations; units of work are accessible and sequenced to ensure that all children are able to make progress.

Implementation

With our intent in mind and to provide consistency in our phonic teaching to further improve results, Parklands Primary follow the Read Write Inc. approach to teaching phonics in EYFS, KS1 and for those children who required further phonic intervention in KS2.  This is a systematic, synthetic approach to teaching phonics.

Parklands Primary place great importance on speaking and listening in our Early Years and we teach different aspects and levels of phonological awareness in our Nursery provision.  We focus on sound discrimination, rhythm, rhyme, oral blending and segmenting, sound talk and enhancing our children’s vocabulary.

A text-based learning approach is followed during English lessons.  Core Texts have been chosen for each year group but there is scope for change if necessary.

A wide range of effective questioning will be used during class discussions to challenge, probe and extend children’s understanding and learning. Texts are analysed by either responding in writing or completing some explicit vocabulary teaching using words from the text.

Reading is not only celebrated in classrooms at Parklands Primary, but around school there are displays which celebrate authors, children’s favourite books and children’s work based upon texts. In addition, throughout the school year the importance of reading is enhanced through World Book Day, author and poet visits, parent reading sessions and a range of trips and visits which enrich and complement children’s learning.

As Parklands believe consistency and well-taught English is the core of a valuable education, we ensure that the teaching of reading and writing is purposeful, robust and shows clear progression for all children.

Impact

The impact on our children is clear: progress, sustained learning and transferrable skills.

Parklands aims that by the end of KS2 all of our children have made considerable progress from their starting points in EYFS.

Our children also become more confident, fluent readers and they realise the importance of reading for pleasure along with reading for information and knowledge.

All aspects of English are an integral part of the curriculum.  Cross curricular reading and skills taught in English lessons are transferred into other subjects; this shows consolidation of skills, progression and a deeper understanding of texts read.

We hope that as children move on from us to further their education and learning that their creativity, passion for English and high aspirations travel with them and continue to grow and develop as they do.

Writing

Intent

Our vision is to create confident, motivated writers who possess a love of writing and have pride in their written accomplishments. All children, from Foundation Stage to Year Six, are provided with many opportunities to develop and apply their ‘early mark making’ and writing skills across the curriculum. Throughout Key Stages One and Two, pupils plan, draft and edit their writing, focusing on effective transcription and composition. Through their writing, pupils are given a voice to share their ideas and emotions with their community. Through embedding basic skills in order to widen their knowledge and understanding of vocabulary and grammar, pupils are able to articulate, communicate and organise their ideas, taking into consideration their audience and purpose for writing. We nurture our pupils as eloquent and articulate speakers and writers, who use a wide and purposeful vocabulary. We provide varied and exciting opportunities for writing and purpose, encouraging pupils to view themselves as authors and poets. Our broad, balanced and inclusive writing curriculum, which utilises objectives from the National Curriculum, ensures that every child is provided with the skills required to be confident and independent authors. Progression across our well-defined writing curriculum is clear, taking into account pupils’ starting points as well as end of Key Stage expectations; units of work are accessible and sequenced to ensure that all children are able to make progress.

Implementation

As part of the RWI programme of learning, teachers follow the “Get Writing” scheme where children develop their understanding of what they have read and the vocabulary they have explored in their written work.  Writing is linked to the weekly texts shared and covers a range of writing skills and elements.

Beyond RWI in KS1 and into KS2, a text-based learning approach is followed during English lessons.  Core Texts have been chosen for each year group but there is scope for change if necessary.

In order to expose children to a variety of genres which helps to utilise and embed the writing skills, teachers use a variety of recommended texts to plan, structure and teach their English lessons.  This is designed to show progress, teach the pertinent year group objectives, apply and consolidate these skills and develop vocabulary.

Through the use of high quality texts, children are exposed to inference, high-level vocabulary, a range of punctuation and characterisation.  Each text is purposefully selected in order to promote a love of reading, engagement and high quality writing from each child.

Teachers model writing objectives during whole class teaching and Guided Writing sessions will be used to meet specific objectives for individuals or groups. Opportunities will be provided to reflect and edit their work whilst drafting – teachers gauge when these times are best. Opportunities will be given to act on marking. In years 1 – 6 teaching will take place as a daily lesson but in Foundation Stage elements may be taught throughout the day.  High standards and general English subject knowledge will be reinforced continually throughout all subjects.

Spellings are to be taught in separate spelling sessions but also continuously throughout the school day.  All children are to be taught their year group word list, whilst also revising previous year’s lists.  Through Sounds Write lessons in KS1 and spelling sessions in KS2, children are to be taught their year groups spelling patterns.  We have additional streamed Sounds Write intervention for children where extra support is required throughout KS1 and 2 (e.g. those children who did not pass the Year One phonics screening test or the resit in Year 2).

In line with the National Curriculum, each year group is taught the explicit grammar, punctuation and spelling objectives required for that age group.  As well as teaching the objectives, teachers are able to embed the skills throughout the year in cross-curricular writing opportunities and aim for all children to achieve the objectives at the expected level and that some children can achieve at a greater depth standard.  In this sense, assessment of writing is also more fluid as teachers can assess against a set framework.  All year groups use the same format for assessing writing, reading and GPS which have been produced in line with the end of Key Stage assessment frameworks as published by the Department for Education.  We record our assessments and track progress through Target Tracker.

Impact

The impact on our children is clear: progress, sustained learning and transferrable skills.

Parklands aims that by the end of KS2 all of our children have made considerable progress from their starting points in EYFS.

With the implementation of the writing journey (including mastering of the phonics) being well established and taught thoroughly in both key stages, our children are becoming more confident writers.

By the time they are in upper Key Stage 2, all genres of writing are familiar to them and teaching can focus on creativity, writer’s craft, sustained writing and manipulation of grammar and punctuation skills.

All aspects of English are an integral part of the curriculum.  Cross curricular writing and skills taught in English lessons are transferred into other subjects; this shows consolidation of skills, progression and a deeper understanding of how and when to use specific grammar, punctuation and grammar objectives.

We hope that as children move on from us to further their education and learning that their creativity, passion for English and high aspirations travel with them and continue to grow and develop as they do.

 

English at Parklands Primary School

English has a prominent place in education and in society. A high-quality education in English will teach pupils to speak, read and write fluently so that they can communicate their ideas and emotions to others. Through literacy, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually.

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.

 


English Policy

Handwriting Policy

Reading Skills Progression

Writing Skills Progression

National Curriculum Year 3 & 4 Word List

Year 3&4 Spelling Word List

National Curriculum Year 5 & 6 Word List

Year 5&6 Spelling Word List

The Read Write Inc. Phonics programme