- English Curriculum Statement.docx
- Whole school reading spine long term plan with Jane Considine units.docx
- Progression-through-Genres-1 Jane Considine.pdf
We feel strongly that our curriculum should, as far as possible, ensure that pupils from disadvantaged backgrounds should not feel a deficit in ‘cultural capital’ and the way we plan our curriculum should seek to fulfil this ambition at every opportunity.
The English curriculum is planned so that it follows the National Curriculum and is split into three lessons each day: guided reading; phonics/ spellings and an English lesson. Careful assessment ensures children are grouped accordingly for phonics and spellings to ensure the rapid acquisition of basic reading and spelling skills because historically there has been underperformance within these key skills which has impacted on children at the end of key stage 2.
Guided reading sessions focus initially on vocabulary to allow children to both broaden and deepen their understanding language in order to access the wider curriculum. We recognise that we have children from a broad range of backgrounds and that some children enter the school with a limited vocabulary.
Accelerated Reader is used to motivate children to read at home and ensure that children access regular comprehension activities, this particularly helps support pupil premium children who have a higher probability of achieving weaker outcomes in their reading .
English lessons are taught in a cross-curricular way whenever applicable, however we are keen to avoid tenuous links being made. Class readers have been chosen to ensure children are exposed to a variety of text types and are challenged appropriately so they are better equipped to become greater depth readers.
Implementation – How do we deliver the subject?
Whole class reading takes place daily, where possible, and is used to expose children to a broad range on genres and challenging texts. The rages of texts used covers resistant, poetry, complex narrator, archaic, non-linear and archaic. The whole school reading spine for these texts can be found at the top of this page. This also allows the teacher to model the use of language and techniques used in guided reading.
Guided Reading takes place daily in all classes and uses a combination of the whole class reader and compiled extracts to answer a range of reading questions. Jane Considine’s reading rainbow also allows for differentiated questioning and use of language when discussing texts.
Phonics lessons take place daily and are implemented using information from Read, Write Inc assessments. When children are ready, they progress onto the whole-school spelling scheme. These lessons are progressive and half termly testing ensures that lessons and homework can be adapted. These lessons are 30 minutes.
When children have finished the RWI phonics programme, Accelerated Reader is used to allocate reading levels and support home reading. Children are also given a daily slot in school to read. This is monitored through quizzes children complete, after reading a book, to ensure accurate levels of books are allocated to children. Parents are also able to monitor their child’s progress.
This video will explain how children are taught to pronounce the different letter sounds: Read Write Inc
Writing lessons take place daily and may be linked to topics, or books, or may be independent to these: avoiding tenuous links. The school has begun to use Jane Considine planning to encourage children to write for the impact on the reader. The Jane Considine progression in genres document is also used to ensure progression is planned for in writing. A grammar progression document can be seen at the top of this page.
Approaches to the Teaching of Reading and Writing
The teaching of basic skills is very important to us and is something to which we give priority. We teach reading through independent reading, guided reading (when a group of children at a similar stage work on a specific skill with an adult) and shared reading (when an adult works with a group or whole class and models some of the reading for the children). Reading takes place across the curriculum, not just in English lessons or in designated reading sessions.
When children finish the Read Write Inc phonics scheme (usually from Year 2 onwards) children learn to use a variety of spelling patterns and are expected to apply this knowledge to their reading and writing across the curriculum. These children will be able to choose a book from the school library, from a given book level. Children are regularly tested using Accelerated Reader, to ensure that children are choosing books from an appropriate level. Children reading a book from the school library are expected to:
- Read for 25 minutes per day
- Complete a reading quiz in school, as soon as they have finished a reading book
- Choose a book from a public library/ shop/ home using AR book finder from their given reading level, if they would prefer these to the school library books.
Parents/ carers can monitor their child's progress using Accelerate reader - Home Connect
Please speak to your child's teacher, Mrs Carr, or Mr Hemmings if you require more help or information.