English schemes of work and Curriculum
Phonics and early reading
We believe that all our children can become fluent readers and writers. This is why we teach reading through Little Wandle Letters and Sounds Revised, which is a systematic and synthetic phonics programme. We start teaching phonics in Reception which ensures children build on their growing knowledge of the alphabetic code, mastering phonics to read and spell as they move through school.
Daily phonics lessons in Reception and Year 1
We teach phonics for up to 30 minutes a day. In Reception, we build from 10-minute lessons, with additional daily oral blending games, to the full-length lesson as quickly as possible. Once a week we review the week’s teaching to help children become fluent readers.
We follow the Little Wandle Letters and Sounds Revised expectations of progress:
Keep-up lessons ensure every child learns to read
Reading practice sessions
The decodable reading practice book is taken home to ensure success is shared with the family.
Reading for pleasure books also go home for parents to share and read to children.
The Little Wandle Letters and Sounds Revised parents’ resources has lots of information and resources about phonics, the benefits of sharing books and how children learn to blend.
Ensuring reading for pleasure
We value reading for pleasure highly and work hard as a school to grow our Reading for Pleasure pedagogy.
Assessment is used to monitor progress and to identify any child needing additional support as soon as they need it.
Assessment for learning is used:
Summative assessment is used:
Children in Year 1 sit the Phonics screening check. Any child not passing the check re-sits it in Year 2.
All children follow a reading scheme which provides children with a colour stage. They are able to access books from their reading stage and will progress through the stages through regular reading practise at home and in school. When children have reached the final stage they become a ‘free reader’ which means they are able to read chapter books as well as their library book. Children are encouraged to select both fiction and non-fiction texts and also books from recommended authors.
Whole Class Reading
Reading is taught through the whole class approach. Each class has a text which they read aloud. New vocabulary from the text is selected and taught explicitly before answering comprehension based questions on the text.
Pupils working below age-related expectations are identified quickly and interventions planned and in place. We follow set interventions which include: Reading fluency, arrow and phonics.
Writing is taught predominately with a book as a stimulus. Children engage with the text and are presented with writing opportunities based on the story they are reading. Children are taught the key features of a writing genre and use these to produce their own piece of writing in a similar style.
Spelling, grammar and punctuation
Grammar, punctuation and sentence construction are taught either through the class text in writing lessons or as separate sessions. Spelling is taught in a systematic way; following spelling patterns and spelling tests are carried out weekly. Children are encouraged to spell ‘non-negotiable’ words correctly.
Handwriting skills are practised regularly and correct orientation is taught from Reception onwards. In Reception, children print words and learn the letters in ‘family’ groups of similar formation styles. Children move onto joined handwriting in year 1 with ‘lead in’ and ‘lead out’ lines. Handwriting practise is continued into years 2-6 with children receiving interventions if they are finding it difficult to produce legible work.
Speaking and listening
Children are frequently encouraged to listen, take turns in discussions and are given ample opportunities to develop confidence in expressing themselves clearly through a variety of situations such as: preparing and performing poetry, class assemblies, role play and storytelling. Good speaking and listening skills are modelled from EYFS upwards.